Analysis of the learning of units of measurement from a physic mathematical approach in mathematical physics students of UNAN-Managua/CUR-Estelí.

Abstract

This article presents the findings of a quantitative and applied research study conducted with students of the Physics-Mathematics program at CUR-Esteli, UNAN-Managua. The study conducted an in-depth analysis of the students' learning of the fundamental units of measurement (mass, length, and time). This research arose from the need to identify, through a standardized diagnostic test, the conceptual learning difficulties and obstacles that students present on the subject. The main purpose was to evaluate learning levels using statistical tools and methods, through measures of central tendency and dispersion by group, comparing the level of knowledge in units of measurement among students and determining the percentage difference through the dispersion in the test results. The study worked with a representative sample of students from different years of the program. The results showed that, despite the diverse individual conditions, the level of performance was relatively homogeneous, which strongly suggests that the difficulties are shared by the majority and are closely linked to common teaching factors, such as methodology and the lack of practical connection with the subject. In conclusion, there is a clear need to review and strengthen current teaching approaches, which could include a change to improve conceptual understanding and overcome learning obstacles, as the results reflect common similarities that may be related to methodological or conceptual weaknesses in prior training. These findings pave the way for future; more specific research aimed at improving the understanding of this fundamental topic in the physics-mathematics field.