Vol. 3 Núm. 3 (2025): Especial- Octubre- 2025: Revista Multidisciplinaria Investigación Contemporánea
Ciencias Sociales- Artículo de Revisión

Efectividad del Blended Learning en Matemáticas en el Sistema Educativo como Método de Intervención: Una Revisión Sistemática

DOI: 10.58995/redlic.rmic.v3.n3.a136
  • Sandro Xavier Quintuña Padilla,
  • Verónica Alexandra Herrera Caldas
Sandro Xavier Quintuña Padilla
Universidad Nacional de Educación
Biografía
Verónica Alexandra Herrera Caldas
Universidad Nacional de Educación
Biografía

Resumen

EEsta revisión sistemática evaluó la efectividad del Blended Learning en comparación con la educación tradicional presencial en el rendimiento académico en matemáticas de estudiantes de varios contextos educativos. Se realizó una búsqueda en bases de datos electrónicas, aplicando criterios de inclusión y exclusión predefinidos.  El análisis de 54 artículos comprende niveles educativos, modalidades de Blended Learning en diferentes países y un total de 10,425 participantes.  Los resultados mostraron que el Blended Learning fue generalmente más efectivo que la enseñanza presencial tradicional en términos de rendimiento académico, motivación, habilidades cognitivas y metacognitivas.  El análisis evidenció que el Blended Learning tiene un efecto positivo a diferencia de otras modalidades.  Aunque los estudios sí demuestran diferencias a nivel global, se encontraron factores moderadores como el diseño del estudio, nivel educativo y duración de la intervención.  A partir de los hallazgos, se plantea que la competencia digital docente, la percepción estudiantil y los aspectos propios de cada contexto son relevantes en el diseño e implementación del Blended Learning en matemáticas

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articulo completo- pdf articulo completo- html Flipbook

Publicado 2025-10-01

Palabras clave

  • aprendizaje combinado,
  • matemáticas,
  • enseñanza secundaria,
  • rendimiento académico,
  • tecnología educativa

Número

Vol. 3 Núm. 3 (2025): Especial- Octubre- 2025: Revista Multidisciplinaria Investigación Contemporánea

Sección

Ciencias Sociales- Artículo de Revisión

Derechos de autor 2025 Los autores que publiquen en la revista Multidisciplinaria Investigación Contemporánea aceptan los siguientes términos: 1. Los autores mantienen sus derechos de autor (copyright) y otorgan a la revista Multidisciplinaria Investigación Contemporánea el derecho de la primera publicación de su trabajo, bajo una licencia Creative Commons Attribution 4.0. Esta licencia permite que terceros utilicen el contenido publicado, siempre que se mencione la autoría y la primera publicación en esta revista. 2. Los autores pueden establecer acuerdos adicionales para la distribución no exclusiva de la versión publicada de su artículo en otros lugares, como repositorios institucionales, siempre y cuando se indique claramente que el trabajo fue publicado por primera vez en esta revista. 3. Los autores conservan sus derechos de autor (copyright) y garantizan a la revista Multidisciplinaria Investigación Contemporánea el derecho a publicar el manuscrito a través de los canales que considere apropiados. 4. Se permite y se recomienda a los autores compartir su trabajo en línea (por ejemplo, en repositorios institucionales o páginas web personales), una vez que el manuscrito haya sido aceptado para su publicación. Esto puede conducir a intercambios productivos y a una mayor y más rápida citación del trabajo publicado. Detalle de Licencia CC BY (https://creativecommons.org/licenses/by/4.0/) Usted es libre de: Compartir — copiar y redistribuir el material en cualquier medio o formato para cualquier propósito, incluso comercialmente. Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente. La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia Bajo los siguientes términos: Atribución — Usted debe dar crédito de manera adecuada , brindar un enlace a la licencia, e indicar si se han realizado cambios . Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante. No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.

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Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

Cómo citar

Quintuña Padilla, S. X., & Herrera Caldas, V. A. (2025). Efectividad del Blended Learning en Matemáticas en el Sistema Educativo como Método de Intervención: Una Revisión Sistemática. Revista Multidisciplinaria Investigación Contemporánea, 3(3). https://doi.org/10.58995/redlic.rmic.v3.n3.a136
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