Comparing an Eleventh-Grade Student Cohort´s Performance on a Simulated Standardized Mathematics Test using Two Didactic Strategies

Abstract

Study Objective: To compare how well eleventh graders performed on a simulated standardized mathematics examination based on two different instructional methodologies. Methodology: Two didactic strategies were used to review and prepare lessons for a group of 186 study subjects who were to sit for a standardized mathematics test. The study subjects were divided into two groups of 93 students. One groups was taught through the use of printed material (MT), while the other relied on virtual learning platforms (MC). A quantitative and comparative methodology was employed. Individual and mean scores were calculated using a simulated test aligned with the standardized exam, with a maximum score of 35 points. Comparisons were conducted for overall performance and performance by sex, using a Student t test with a p = 0.05. Findings: Average scores for both groups differed significantly (T = -3.209; p = 0.002), with higher scores in  the MC group (MT = 23.9; MC = 26.1). In both groups, females scored higher than males by 2.8 points in MT and 5.6 points in MC. No discernible variations were perceived in the test results among the males in both groups (T = -1.611; p = 0.119). Significant disparaties were noted upon comparing the scores of the female students in both groups (T = -4.670; p < 0.001). Conclusions: The use of virtual teaching platforms was more effective as a strategy to prepare students for a standardized mathematics test, as evidenced by the higher scores than the students who were taught using traditional printed material. The fact that female students scored higher than males is another aspect that would also be important to analyze to determine the factors behind these results.