Educaplay as a digital resource for improving academic performance in mathematics for high school students
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Abstract
The study was developed in response to the need to improve the academic performance of upper elementary school students in mathematics, identifying low motivation and content comprehension as recurring factors. The objective was to analyze the impact of using the Educaplay platform as a digital teaching strategy to improve performance in this area. A quantitative approach with qualitative elements was applied, using a quasi-experimental design with pretest and posttest, surveys, and interviews, targeting two groups of eighth-grade students from a public educational institution. The experimental group worked with interactive activities designed in Educaplay, while the control group received classes using traditional methodology. The results showed a significant increase in the experimental group's grades, along with a reduction in data dispersion, demonstrating a consistent improvement in performance. Student perception was favorable, highlighting greater motivation, comprehension, and a desire to continue using the tool. Teachers positively valued its educational usefulness, although they mentioned limitations related to training and planning time. It was concluded that Educaplay represents an effective and replicable resource for enhancing mathematical learning, provided it is implemented with planning, teacher support, and minimal technological requirements. It was recommended that its implementation be expanded to other educational contexts and areas of knowledge.
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