Examinando por Autor "Duarte Báez, Víctor Julio"
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- ÍtemEstrategia didáctica fundamentada en simuladores y su impacto en el nivel de competencias específicas relacionadas con circuitos eléctricos(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Duarte Báez, Víctor Julio; Aldana Rodríguez, Didier; Lozano Tafur, CristianJob training institutions are committed to training human talent with the high levels of labor competence demanded by the productive sector; that is why this research project focuses on determining if a didactic strategy based on simulators, significantly impacts the level of specific competence related to electrical circuits. To this end, this research work was approached in four phases, within which the sequence of the quantitative approach and the characteristic steps of the scientific method were sheltered. The research was developed using a quantitative approach, under the methodological principles of the explanatory scope, with a pure experimental design based on the four Solomon groups, with a sample of 124 trainees belonging to technical labor programs of the Triangle Institute in the city of Bogotá, who studied the electrical circuits module in the months of August and September of the year 2022. The survey and the educational evaluation were used as the main techniques, questionnaires and an educational test were used as instruments, all of them validated by expert judgment. The educational test allowed to establish at what level of specific competence in electrical circuits, the trainees were. To measure the relationship between the didactic strategy and the level of specific competence, the analysis of variance (ANOVA) was used, since the variables are quantitative and follow a normal distribution. For the 2X2 ANOVA analysis, the following values for p were obtained: for factor A (p=0.004164), for factor B (p=0.00001), and for the AB interaction (p=0.0003262) in all of them p<(α=0.05), in the same way in the analysis of the posttest by means of a factor ANOVA for the groups with pretest and without pretest, in both cases a value p=0.00001 was obtained which is less than α=0.05, indicating that there are significant differences between the groups that used a didactic strategy based on simulators as a training method and the groups that used the traditional method. This allowed to conclude that the intervention proposal was highly effective and the impact was significant, both in the pilot test and in its definitive implementation, allowing to attribute the causal relationship between the teaching method and the level of specific competence.