| dc.description.abstract | This current paper proposes to analyze the strategies that teachers use when teaching Mathematics and their relationships with the academic performance in the leveling area of the Economics and Administrative Sciences Faculty at the University of Cuenca; the theoretical basis corresponds to the Behaviorist and Constructivist paradigms.
They participated four teachers and 178 students from the previous mentioned academic area in which a sampling was applied for convenience, considering the individuals who were present at the time of the survey application, the same ones that corresponded to a sampling error of 3%. A questionnaire of 23 items was applied in order to collect data, in a Likert scale, adapted from Salicetti et al (2013), for teachers and students, and it recorded a Cronbach's Alpha of 0.93. Classes visits were also performed, and a non-participant observation guide was used. In addition, a review of the syllabus through a guide analysis was made which included 13 items. Statistical validation tests were applied for the information processing, such as Kolmogorov Smirnov, Shapiro Wilk, Kruskal Wallisand Mann Whitney’s U.
It was found that teachers apply the eclectic teaching strategies, which are from predominating constructivist paradigms. The student’s perception revealed that the teacher’s role and the schemes used in class possess constructivist tendencies, but without the use of resources. In addition, the group of students who obtained a higher academic achievement required a teacher who was known for implementing eleven differentiating strategies, ten and one with constructivist and behavioral approach correspondingly. | |
