Abstract

MEDINA CEPEDA, Niorka; DELGADO FERNANDEZ, José  and  GUERRERO CHIRINOS, Reinaldo. Socrative as a tool for the evaluation and learning of Mathematical Foundations in university students. Rev. Actual. Investig. Educ [online]. 2022, vol.22, n.1, pp.401-431. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v22i1.49065.

The low academic performance in the area of mathematics at the college level is worrying in Latin American countries such as Ecuador and Venezuela. This is why the presence of innovative educational tools, which through mobile devices, facilitate evaluation, allowing monitoring of the student's progress in their learning. The general objective of this article was to analyze the use of Socrative as a tool for the evaluation and learning of Mathematical Foundations in university students. For this, a quantitative, descriptive methodology was used, with a cross-sectional field research design, whose population was 542 enrolled students and the sample was 36 students belonging to the first academic cycle of the October 2018-February 2019 period; the instruments were questionnaires elaborated with Socrative and a satisfaction survey applied to the students. The results indicated that the Socrative tool turned out to be outstanding and beneficial for the evaluation and learning of the Unit Functions, the students showed progress in their levels of knowledge and in their grades. In addition, they recognized that this resource encourages the development of their skills and autonomous work. It was concluded that Socrative represents a didactic tool with great potential for the improvement of student performance, because through the evaluation at different moments it was possible to perceive the weaknesses and strengths that are presented in the learning process with the intention of amending at the right moment.

Keywords : evaluation methods - Socrative; evaluation; mathematics; learning.

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