B-learning as an extracurricular pedagogical strategy to academic reinforcement for international baccalaureate students

Abstract

The research has the aim to determine the efficiency level of the b-learning methodology as an extracurricular pedagogical strategy in the teaching learning process of the International Baccalaureate Math students; with the main intention of executing the online continuous learning in relation to a plan established by the International Baccalaureate Organization during the COVID-19 pandemic. Hence, it is proposed to develop an intervention proposal in the Math teaching-learning process, through the b-learning methodology and expose to a pre-experimental design test directed to 29 third-year high school students who are studying the International Baccalaureate Diploma Program in Analysis and Approaches SL (Standard Level) in the specialties of Engineering and Administration, whom after a diagnosis testing will be exposed to an educational intervention through b-learning to get results that allow assessing, if there is an evident increase in academic performance between the pre-test and the post-test for the same group. The Shapiro-Wilk normality test and the Wilcoxon nonparametric statistical test are applied to compare their medians, the pretest average is 3.5 meanwhile the postest is 7. Consequently, it is identified that the p- value is less than or equal to 0.05; therefore, the null hypothesis is rejected, and the alternative hypothesis is accepted. Thus, asserting that there are significant changes regarding the fact that the b-learning methodology as an extracurricular pedagogical strategy, reinforces the teaching-learning process of Math in high school students of the International Baccalaureate.