Information and Communication Technologies in Academic Performance in the Learning of Mathematics Among Ecuadorian High School Students

Abstract

Redefining mathematics education at the high school level is fundamental to transforming this area of ​​study and science into a more engaging, meaningful, and relevant learning environment. This process requires integrating methodologies that promote learning based on technological competencies, enabling students to address real-world problems critically and practically. By incorporating digital tools and innovative resources as mediators of knowledge, not only is conceptual understanding fostered, but also the development of skills applicable in everyday and professional contexts. Therefore, this research aimed to analyze the impact of Information and Communication Technologies (ICTs) on the academic performance of high school students in mathematics in Ecuador.

Methodologically, this study employs a quantitative approach, structured as a correlational investigation within a non-experimental design. The sample consisted of 6 administrators, 30 teachers, and 684 students from educational institutions in the Baba Canton, Los Ríos Province, Ecuador. Two Likert-type questionnaires were used as data collection instruments. Cronbach's alpha reliability coefficient was calculated to be 0.99 for both instruments, indicating high reliability. The results of the analysis show a moderate positive correlation coefficient (r = 0.65), suggesting that the appropriate use of ICT has a significant impact on learning and performance in mathematics. Pearson's correlation coefficient was used for statistical analysis, with a significance level of 95%.