VIRTUAL LEARNING OBJECT TO SUPPORT THE LEARNING OF ALGEBRAIC EQUATIONS AMONG TENTH-GRADE STUDENTS IN A RURAL SCHOOL

Abstract

Algebraic competencies are fundamental pillars in the formative process of areas such as mathematics and physics, as well as in other scientific and technical disciplines. These competencies are essential for the development of logical thinking and problem-solving skills. In this regard, the present research project addresses a learning need identified in the Physics subject among tenth-grade students at the Reyes Araque Educational Institution, located in La Vega, Cáchira, Norte de Santander, a rural context. It was found that students show significant deficiencies in solving equations and isolating variables in formulas—skills that are fundamental for adequate performance in Physics, given its constant application of mathematical models. Based on a qualitative approach, with an exploratory scope and a non-experimental longitudinal design, a diagnostic analysis was conducted that confirmed low performance levels in solving first- and second-degree algebraic equations. In response to this problem, a Virtual Learning Object (VLO) was designed and developed, grounded in the ADDIE instructional model. This educational resource integrated a didactic sequence that addressed key content related to solving equations, with the objective of strengthening the mathematical competencies required in Physics and contributing to improved learning outcomes among students, responding to the needs of the rural school context. Due to the COVID-19 pandemic, the VLO could not be implemented with students, but it was evaluated by mathematics teachers from the Reyes Araque Institution using the LORI model. The resource stood out in areas such as motivation, design, and content, demonstrating its relevance and educational potential for algebra learning in rural contexts.