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

Abstract

This study analyzes the impact of ICT-mediated cooperative methodologies on the argumentation dimension of quantitative reasoning, a critical aspect in the development of academic skills in the context of higher education. With the aim of evaluating how these strategies impact the argumentative skills of students at a university in Lima, a quantitative approach and a quasi-experimental design were adopted. A sample of 132 students was divided into an experimental and a control group, and an assessment test with a rubric was applied to measure argumentation, along with a checklist to record the implementation of cooperative methodologies with ICT. In the pretest, both groups showed low and similar levels in the dimension evaluated; however, in the posttest, significant differences were observed: the experimental group showed a marked reduction in the percentage of students without a level and a considerable improvement in the “process” and “outstanding” levels, which was confirmed by the Mann-Whitney U test (p < 0.05). In conclusion, the application of cooperative methodologies using ICT significantly favors the development of argumentation in quantitative reasoning, providing evidence for the improvement of pedagogical practices in technological environments.