Impact of cooperative methodologies and ICT on argumentative competence in quantitative reasoning

Manuel Ricra-Mayorca J.; Doris García-Chauca J.; Angela Romero-Flores L. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2026) · DOI: 10.18687/laccei2026.1.1.2555

Resumen

This study analyzes the effect of ICT-mediated cooperative methodologies on the argumentation dimension of quantitative reasoning among first-year college students. A quantitative approach and a quasi-experimental design with pre- and post-tests were employed, using a sample of 132 students from a private university in Lima, Peru, divided into an experimental group and a control group. The intervention took place over eight in-person sessions and incorporated Blackboard, GeoGebra, Casio's ClassPad Math, virtual classroom quizzes, WhatsApp, Claude AI, and a digital roulette wheel, used for graphing, calculating, verifying results, coordinating cooperative work, and improving argumentative formulation. The experimental group worked in pairs and teams of four, promoting positive interdependence, individual responsibility, and collective support. For assessment, a rubric-based test and a checklist were administered. In the pretest, no significant differences were observed between groups in argumentation (p = 0.088), whereas in the posttest, differences were evident in favor of the experimental group (p = 0.001). It is concluded that ICT-mediated cooperative methodologies promote the development of argumentation in contextualized quantitative problems.

Instituciones: Universidad San Ignacio de Loyola; Universidad Tecnológica del Perú