<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442018000200029</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v42i2.28763</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre diseño instruccional y rendimiento académico en un curso presencial y bimodal de Matemática: Un estudio cuasiexperimental]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between instructional design and academic performance in a face -to face and blended Mathematics course: A quasi experimental study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Guzmán]]></surname>
<given-names><![CDATA[Julia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Granados]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira-Mora]]></surname>
<given-names><![CDATA[Tania Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,InstitutoTecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>573</fpage>
<lpage>597</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442018000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442018000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442018000200029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La finalidad de esta investigación consistió en analizar la relación del diseño instruccional (DI) de un curso de Cálculo y Álgebra Lineal (CAL) en modalidad presencial y bimodal con el rendimiento académico del estudiantado. El diseño del estudio fue cuasiexperimental y se ejecutó en dos fases, una de planificación y otra de intervención, en una muestra de 64 estudiantes del Instituto Tecnológico de Costa Rica. Los datos de las variables del diseño instruccional: objetivos, contenidos curriculares, actividades aprendizaje, materiales educativos y estrategias de evaluación fueron recolectados en el 2013 con una escala tipo Likert mediante la técnica de la encuesta autoadministrada. Según los resultados de la t de student y de regresión lineal múltiple, se comprobó que existe una relación estadísticamente significativa entre la percepción del estudiantado sobre el diseño instruccional y su rendimiento académico. Con estos hallazgos se evidencia que una adecuada planificación del curso contribuye positivamente con el desempeño académico del estudiantado, sea en una modalidad presencial o bimodal. Por ello la principal recomendación es incentivar a los docentes a usar el diseño instruccional en la organización de un curso y valorar como una alternativa la opción bimodal por su flexibilidad de horarios, sobre todo al comprobar que el tipo de modalidad no es un factor significativo en el rendimiento en Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diseño Instruccional]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Curso presencial]]></kwd>
<kwd lng="es"><![CDATA[Curso bimodal]]></kwd>
<kwd lng="es"><![CDATA[Cuasiexperimental]]></kwd>
<kwd lng="en"><![CDATA[Instructional design]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[face-to-face course]]></kwd>
<kwd lng="en"><![CDATA[Blended course]]></kwd>
<kwd lng="en"><![CDATA[Quasi-experimental]]></kwd>
</kwd-group>
</article-meta>
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