Impact of Active Learning Methodologies on Mathematics and Exact Sciences Learning Outcomes in Secondary and University Education
DOI:
https://doi.org/10.63969/xf54v815Keywords:
active methodologies, logical-mathematical thinking, exact sciences, secondary education, higher educationAbstract
This article analyzes the impact of the implementation of active methodologies in the teaching of mathematics and exact sciences among high school and higher education students. The study was conducted under a quantitative approach, using a quasi-experimental descriptive-comparative design, considering a hypothetical sample of 120 students from public educational institutions. A structured questionnaire with a Likert-type scale was applied to assess dimensions related to conceptual understanding, logical reasoning, and problem-solving skills. The results show significant differences between both educational levels, with greater difficulties observed in higher education, associated with previous educational gaps and the persistence of traditional teaching methodologies. It is concluded that the systematic incorporation of active methodologies contributes positively to the strengthening of logical-mathematical thinking and meaningful learning, especially in educational transition contexts.
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Copyright (c) 2026 Luis Damián López Pazmiño , Luis Israel Toapanta Collaguazo , Deisy Alexandra Burgasi Oña , Julio César Campoverde Díaz (Autor/a)
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