Browsing by Author "Cachuput Gusñay, Jorge"

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    Influencia de una herramienta interactiva basada en inteligencia artificial en el rendimiento académico de la factorización
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Rocha Pazmiño, Dayana Mishel; Cachuput Gusñay, Jorge
    Factoring often becomes difficult when students memorize rules without recognizing the algebraic structure that guides each procedure. This study analyzed the influence of an artificial intelligence-based interactive tool on ninth-grade students’ academic performance in factoring at the “Gabriela Mistral” Private Educational Unit in Latacunga during the 2025-2026 school year. A quantitative, applied, quasi-experimental pretest-posttest design with nonequivalent groups was used. The participants were 43 students: 22 in the control group and 21 in the experimental group. For two weeks, the experimental group used Gemini through the Retromate Gem to practice five factoring cases with teacher guidance, immediate feedback, and repeated attempts. The knowledge test achieved a KR-20 coefficient of 0.81. Data analysis included descriptive statistics, the Shapiro-Wilk test, Mann-Whitney comparisons between groups, and Wilcoxon signed-rank tests for related measurements. The groups were comparable at pretest (W = 402.00; p = .205; r = .19). At posttest, the experimental group obtained 8.83 and the control group 4.67; the difference was significant and large (W = 243.50; p < .001; r = .81). Both groups improved, although the descriptive change was greater in the experimental group. The findings support a favorable association between interactive practice and factoring learning within a brief, single-site intervention without random assignment