Sistematización de una guía didáctica con gamificación para mejorar la enseñanza-aprendizaje de factorización a estudiantes de noveno año de EGB

Abstract

This study developed a gamified didactic guide to enhance the teaching and learning of algebraic factorization among ninth-grade students, addressing challenges such as negative conceptualization, mathematical anxiety (mean = 66.79), and inadequate pedagogical methods. Using a quasi-experimental design with 34 students (17 per group: control and experimental), a pretest revealed low initial proficiency (mean = 9.088/30, ≈30%), with severe conceptual gaps in logical thinking (12.5% correct) and visual representation (4-8% correct), and no significant group differences (p = 0.9017). The guide, designed under the ADDIE model, incorporated digital platforms (Kahoot, Blooket, Genially) and manipulatives (e.g., Algeplano), fostering intrinsic motivation and self-efficacy. The five-week intervention increased engagement (2.8 to 3.9, Likert 1-4), collaboration (2.5 to 3.9), and enthusiasm (2.2 to 3.8) in the experimental group, contrasting with the control group’s stability (participation: 2.3-2.5). The post-test showed significant improvement in the experimental group (22.47/30 ≈75% vs. 16.59/30 ≈55%, p = 0.0001877, Δ = 5.94), with a mean gain of 13.41 versus 7.47. A regression model (R² = 0.5059, p = 0.0003) explained 50.6% of gain variability. A focus group confirmed enhanced autonomy and reduced anxiety. Recommendations include implementing gamified guides, promoting collaboration, redefining the teacher’s role as a facilitator, and conducting longitudinal studies to assess sustainability, advocating for hybrid curricular policies. Keywords: Gamification, algebraic factorization, autonomous learning, ICT, and intrinsic motivation.