La instrucción diferenciada mejora el interés, el compromiso cognitivo y el rendimiento en Química
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https://doi.org/10.17979/reipe.2026.13.1.12485Resumen
Es conocido que la instrucción diferenciada (ID) mejora los resultados de aprendizaje del alumnado. Sin embargo, son escasos los estudios que han analizado los efectos simultáneos de la instrucción diferenciada sobre el interés, la implicación cognitiva y el rendimiento en Química, especialmente en función de los distintos niveles de rendimiento. Por ello, este estudio investigó los efectos de la ID sobre el interés, la implicación cognitiva y el rendimiento de estudiantes con alto y bajo rendimiento en Química. Guiado por dos preguntas de investigación y sus hipótesis correspondientes, el estudio empleó un diseño cuasi-experimental de pretest-posttest con un grupo de control no equivalente compuesto por 124 estudiantes de Química de secundaria. Se validaron y utilizaron para la recopilación de datos la Escala de Interés por la Química (CIS), la Escala de Compromiso Cognitivo en Química (CCES) y la Prueba de Rendimiento en Química (CAT). Para el análisis de datos se utilizaron el ANCOVA de Quade y la media ajustada. Los resultados mostraron que la ID fue significativamente más eficaz que el método de clase magistral para aumentar el interés, el compromiso cognitivo y el rendimiento del alumnado. Además, se observó que la ID beneficia por igual a estudiantes de alto y bajo rendimiento. Por tanto, se recomienda la adopción de la ID en las clases de Química de secundaria para apoyar de manera eficaz a una población estudiantil diversa y mejorar los resultados clave del aprendizaje en todos los niveles de rendimiento.
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