Impacto del Aprendizaje Basado en Problemas (ABP) en la Modelización de Límites Algebraicos en Estudiantes de Ingeniería

Abstract

Abstract: The objective of this research was to determine the impact of the Problem-Based Learning (PBL) methodology as a didactic strategy for significantly improving the ability of engineering students to model algebraic limits. The methodological approach was based on a positivist paradigm, utilizing a single-group pre-experimental design (n=20) and evaluated through a pretest-retest questionnaire. An initial assessment revealed poor performance (a mean score of 4.20/10, with 100% of the group scoring below the minimum passing grade). Subsequently, a pedagogical intervention structured around PBL principles was implemented, achieving a high level of adherence across its six dimensions (ranging from 85.00% to 92.00%). Across the three dimensions analyzed, the group demonstrated substantial improvement between the pretest and retest, with notable gains in mathematical work and problem-solving (from 36.25% to 81.25%) as well as in interpretation and validation (from 56.67% to 91.67%). The Wilcoxon signed-rank test (z = &#8722;3.835; p < 0.001) confirmed that the mean scores for the pretest (4.20) and the retest (8.20) were significantly different. These results lead to the conclusion that PBL has a positive impact on the development of mathematical modeling skills, transforming the learning of algebraic limits into a more meaningful experience.