Impact of the active methodology in the virtual learning of Technology students in 2021

Abstract

The objective of this research was to evaluate the impact of the active methodology in the virtual technological learning of Electricity and Motor Force students in the Technology Faculty of the Enrique Guzmán y Valle National University of Education. The pre-experimental pedagogical intervention was carried out with the courses of Electrical Machines III, Electrical Machines I, Industrial Electronics I and Suspension and Management applying the active methods of observation, analysis, synthesis, project, group debate and simulation techniques, forum, group work , problem solving, execution and interpretation of electrical diagrams and attitudinal reflection workshops, using the virtual platforms Google Meet, Moodle and specialized simulators. This pre-experimental, cross-sectional, descriptive and explanatory research, with a quantitative approach, had a pre-test and post-test design, a population of 98 students and a sample of 37 members intentionally selected. The instruments to collect data were the pre-experimental programs and the input and output tests, duly validated and subjected to the reliability test. The virtual technological learning achieved by the students was good; since in Electrical Machines I the average increased from 9.23 to 15.43 points, in Electrical Machines III from 6.63 to 13.90 points, in Industrial Electronics I from 4.92 to 14.38 points and in Suspension and Steering from 5.42 to 16.21 points. In conclusion, students' virtual technological learning is increased by applying active methodologies in technological training courses.