Resumen

ESPINOZA GUZMAN, Julia; RODRIGUEZ GRANADOS, Natalia  y  MOREIRA-MORA, Tania Elena. Relationship between instructional design and academic performance in a face -to face and blended Mathematics course: A quasi experimental study. Educación [online]. 2018, vol.42, n.2, pp.573-597. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.28763.

The purpose of this research was to analyze the relationship between the instructional design of a face-to-face and blended Calculus and Linear Algebra (CAL) course with student performance. The design of the study was quasi-experimental with a sample of 64 students enrolled at Instituto Tecnológico de Costa Rica. The study was implemented in two phases: planning phase and intervention phase. The data of the instructional design variables: objectives, contents, learning activities, educational materials and assessment strategies were collected in 2013 using a Likert scale through a self-administered survey technique. Based on the results of the student´s t and the multiple linear regression, it was found that there is a statistically significant relationship between the perception of the students regarding the instructional design and their performance. These findings indicate that an adequate planning in the design of a course contributes positively in the performance of the students, in either a face-to-face or a blended course. Therefore, the main recommendation is to encourage professors to use the instructional design in the organization of a course and the blended modality as an alternative due to its schedule flexibility, especially when proving that the type of modality is not a significant factor in the academic performance.

Palabras clave : Instructional design; Academic achievement; Mathematics; face-to-face course; Blended course; Quasi-experimental.

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