La reducción del bajo rendimiento académico y el fomento de las capacidades de pensamiento crítico en informática mediante un método de enseñanza culturalmente sensible
DOI:
https://doi.org/10.7203/realia.31.25192Palabras clave:
CTCA, estudios de informática, CTS, resultados académicos, escuela secundaria, Nigeria
Resumen
Este estudio analiza la eficacia del enfoque Culturo-Tecno-Contextual (CTCA) en el ren- dimiento y las habilidades de pensamiento crítico de los estudiantes de Informática. El estudio se llevó a cabo en dos fases. La primera fase consistió en un estudio de conceptos difíciles en Informática, mientras que la segunda fase exploró la capacidad de acción del enfoque Culturo-Tecno-Contextual (CTCA) para romper las barreras del aprendizaje significativo de los índices de refracción. Los resultados obtenidos de la encuesta de la primera fase revelaron la existencia de 19 temas especialmente difíciles en informática en los estudiantes africanos analizados. La segunda fase se guió por dos preguntas de investigación realizadas en una muestra de estudiantes de dos centros públicos de enseñanza secundaria de primer ciclo (JS) del Estado de Lagos (Nigeria). Aproximadamente el 38% de los encuestados eran varones, y el 62%, mujeres. Para recopilar los datos del estudio se utilizó una actividad de desarrollo del pensamiento crítico y entrevista guiada. Los datos recogidos se so- metieron a un análisis multivariante de covariantes (MANCOVA), y los resultados revelaron una diferencia estadísticamente significativa en los métodos utilizados; la F multivariante (traza de Pillai) fue significativa [F=17,67; p<0,05], ANOVA univariante sobre el rendimiento [F (2, 208) = 20,67; p<0,05]; y habilidades de pensamiento crítico [F (2, 208) = 15,14; p<0,05]. Como consecuencia de este estudio, se recomienda que los profesores de informática adopten el CTCA en la enseñanza de la informática/estudios informáticos en secundaria.
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Biografía del autor/a
Olasunkanmi Adio Gbeleyi, Lagos State University
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