Padlet virtual platform and the impact of its use on improving mathematical learning levels in engineering students, case study: Callao, Peru (#940)

Authors

Chavez-Sanchez, Wilmer

Grados-Espinoza, Anna

Castro-Vidal, Raul

Narciso-Gomez, Kennedy

Zevallos-Vera, Erika

Zevallos-Vera, Janeth

Alarcon-Ventura, Katicsa

Abstract

This study evaluated the effect of digital support provided by the Padlet platform on the mathematics learning of students enrolled in the Linear Algebra course in the first cycle of the Electrical Engineering program. Two non-equivalent groups participated: a control group (2024A) with 40 students who received standard teaching and an experimental group (2024B) with 40 students who performed collaborative tasks using Padlet. Mathematical achievement was measured from three perspectives: concept learning, algorithm learning, and the degree of mathematical thinking, using a reliable and validated questionnaire consisting of 15 Likert-type items. The data collected from the post-test results show statistically significant differences (p < 0.05) in all dimensions and in favor of the experimental group. The use of Padlet was important for students' active learning, visual learning, and reflection on the steps, three components that are important when learning abstract material. Asynchronous digital tools such as Padlet, when integrated into pedagogy, can improve mathematical learning in higher education.