Influencia del uso del chatbot Profe de Matemáticas en el rendimiento académico de los estudiantes de décimo año Educación General Básica Superior, en el aprendizaje de funciones lineales, en la Unidad Educativa Emiliano Abendaño González

Abstract

Abstract: This study incorporates the integration of an educational chatbot to reinforce the teaching of linear functions to students at the "Emiliano Abendaño González" Educational Unit. The purpose was to evaluate the impact of the "Mathematics Teacher" chatbot on academic performance, using a quantitative methodology with a quasi-experimental, correlational design. The study included a pre-test and post-test, as well as non-equivalent groups. The sample consisted of 17 students: 10 first-year students in the Unified General Baccalaureate program, who formed the control group and received traditional instruction; and 7 tenth-year students in the upper Basic Education program, who formed the experimental group and used the Mathematics chatbot. Document analysis and pedagogical testing techniques were used, along with comparative and analytical methods. Data collection tools included a form to record results and an academic performance exam (pre-test and post-test). The results showed that the motivation and scores of the experimental group improved, supporting the didactic potential of the Mathematics chatbot.