Analysis of the effect of microlearning on the academic performance of students at the "Edwin Mendoza" Educational Unit
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Abstract
The research was conducted at the "Edwin Mendoza" Educational Unit, where problems in students' academic performance were detected. The objective of this study was to present an analysis of the effect of microlearning on the academic performance of ninth-grade students. The methodology used in this study was quantitative, with an experimental design. Microlearning was implemented through brief interactive online sessions focused on specific topics and adapted to each student's learning pace. These sessions included short videos, gamification activities, and immediate feedback questionnaires. The process was coordinated as follows: first, the instruments to be administered were designed and developed. Once these were developed, the initial survey was administered. Interactive online sessions were then prepared to be administered through microlearning sessions for the experimental group. The control group followed the traditional curriculum. The results revealed that students who participated in the microlearning program showed a significant increase in their academic grades compared to the control group. Participants also reported greater satisfaction and engagement with learning activities compared to traditional methods. In conclusion, the study supported the effectiveness of microlearning as an innovative pedagogical strategy to improve academic performance, knowledge retention, and student motivation in educational settings such as the "Edwin Mendoza" Educational Unit.
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