Influencia de la modalidad virtual en el rendimiento académico en “Física” de estudiantes de segundo Bachillerato en la Unidad Educativa “Herlinda Toral”

Abstract

The present research sought to analyze the influence of the implementation of the virtual modality in the academic performance of Physics of the students of the Second Year of High School of the Herlinda Toral Educational Unit. In order to achieve the proposed objective, theoretical references on Physics teaching, academic performance, types of virtual modality were systematized, and the teaching of Physics in this modality was also described. The project had an interpretative paradigm since the research sought to describe the educational reality from the meaning of the people involved. Continuing with this process, a diagnosis of the teaching method applied by the teacher in virtual mode and its influence on academic performance was proposed, applying techniques such as observation, interview and review of grades. These techniques provided relevant information to deduce that there was low performance, lack of interest and that classes were taught in the same way. Based on these aspects, a proposal was constructed that consisted of applying 3 types of virtual modality (synchronous, asynchronous and hybrid) in the subject "Energy and its transfer rate" for 3 weeks and it was evaluated with the same process as in the diagnosis, adding the satisfaction survey technique and the application of a final evaluation. This intervention resulted in an improvement in the academic performance of the students to whom hybrid classes were applied. Finally, conclusions were presented, focused on responding to the proposed objectives.