Incidencia de la retroalimentación experimental en el rendimiento académico de los estudiantes de física de grado décimo del Colegio Agustiniano Norte de la ciudad de Bogotá en 2022

Abstract

In the educational field, feedback is a determining factor within the formative evaluation seen as a process that has been working constantly in recent years, therefore, in this mixed research, tenth grade students from Agustiniano Norte school are involved, in the physics class, a formative evaluation (entry test) is applied to verify their knowledge and competencies, then, different feedbacks are applied to them, performing observation, later, a summative evaluation (exit test) is applied to them; This is done in order to compare the learning achieved through the two feedbacks and to perform a quantitative and qualitative analysis. The proposal includes evaluation instruments, feedback guides and the application of statistical tests to check the behavior of the data: Kolmogorov-Smirnov and Shapiro-wilk, Wilcoxon signed ranks, Mann-Whitney U, Kruskal-Wallis and the learning gain through Hake's factor. Finally, the qualitative analysis is carried out with the records obtained in the feedback. From the analysis of the results it is concluded that the implementation of experimental feedback is much more significant compared to the traditional one, because it allows students to enhance scientific skills, invites them to dialogue and interaction among peers and to develop mental processes to see problem situations from different perspectives; and for the teacher it shows the possibility of embracing new teaching strategies that enrich their praxis.