Enhancing Mathematical Competencies Through Differentiated Instruction and Learning Landscapes: A Quasi-Experimental Study in Peru

Milagros Lino-Tupiño R.; Carcausto-Calla W.; Arellano-Melendez E.C.; Acosta-Pastor V.N. · Journal of Educational and Social Research (2025) · DOI: 10.36941/jesr-2025-0169

Resumen

This research contributes to Sustainable Development Goal (SDG) 4, "Quality Education", by addressing inclusion and educational diversity in the development of mathematical competencies. It seeks to determine whether differentiated strategies through learning landscapes improve mathematical competencies in high school students of an educational institution, Lima, 2024. The study follows a quantitative approach and a quasi- experimental design, with the participation of two groups: experimental and control, selected for their similarity in demographic and academic characteristics. Through a pretest and posttest, the effects of the intervention were measured using a test of mathematical competencies. The results of the Mann-Whitney U test showed that the experimental group significantly outperformed the control group in the mean ranks, with a difference of 27.74 points; the Z value=-6.194 and the bilateral asymptotic significance (p=0.000) validated the effectiveness of the program. In conclusion, the "Differentiated strategies through learning landscapes" program showed significant effects in the improvement of mathematical competencies of high school students of the educational institution in Lima, 2024.

Instituciones: Universidad Nacional de Ingeniería; Universidad César Vallejo