Gerencia educativa: Intervención y recopilación de datos en el aprendizaje de las ciencias naturales

• Elizabeth Esther Vergel-Parejo https://orcid.org/0009-0007-0178-5099
• Ennio Jesús Mérida-Córdova https://orcid.org/0000-0001-5091-5522
• Raúl López-Fernández https://orcid.org/0000-0001-5316-2300

DOI: https://doi.org/10.52080/rvgluz.30.especial14.43

Palabras clave: analítica del aprendizaje, gerencia educativa, informe moodle, rendimiento académico, toma de decisiones

Resumen

En el contexto de la transformación digital en la educación superior, la analítica del aprendizaje constituye un componente transformador del rendimiento académico. Este estudio tiene como objetivo implementar la analítica del aprendizaje mediada por estadísticos descriptivos e informes generados por la plataforma Moodle como estrategia para mejorar el rendimiento académico en la asignatura de Ciencias Naturales desde la gerencia educativa. La metodología utilizada, cuantitativa con los métodos teóricos analítico-sintético e inductivo-deductivo, y desde la empírea, los estadísticos descriptivos y la teoría de conjunto. Se trabajó con 40 estudiantes del cuarto semestre de la carrera de Educación, en modalidad virtual y régimen nocturno. El estudio se desarrolló en dos fases: un análisis descriptivo de datos académicos (calificaciones y consultas de recursos) mediante medidas estadísticas y diagramas de Venn, y una revisión pedagógica de los informes de Moodle. Los resultados mostraron patrones de bajo rendimiento académico en estudiantes específicos, falta de consulta de materiales clave como charlas magistrales y papers versus una participación activa en recursos evaluativos como tareas y cuestionarios. Se identificaron estudiantes con mínima interacción en la plataforma, lo cual influyó negativamente en su desempeño. A partir de estos hallazgos, se diseñó un plan de mejora que debe gestarse desde la gerencia educativa, que incluye intervenciones pedagógicas individualizadas, seguimiento del uso de recursos y estrategias de refuerzo académico. El estudio demuestra que la analítica del aprendizaje, integrada al entorno virtual, permite una comprensión más profunda para gerenciar el proceso educativo y facilita acciones concretas para optimizar el rendimiento académico estudiantil.

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