Challenges of TICs, TAC, TEP: Impact of a Virtual Educational Proposal in Vulnerable Secondary Schools

The present study aims to evaluate a didactic proposal designed from the use of a virtual environment in vulnerable schools in the province of Buenos Aires and the use of the challenge-based learning method (ABR), in order to determine differences in learning achieved by students throughout the school year. Additionally, the characteristics of the students were investigated in terms of their use of various social networks, as well as their adherence to the virtual learning environment created. An experimental, descriptive-comparative, and cross-sectional study was carried out. Data were collected through convenience sampling. 133 secondary school students participated (51% female, and 49% male) between 16 and 19 years of age (M=17.82, SD=.63). Diagnostic tests were administered, prior to the use of the virtual environment and after its use, to determine the degree of learning achieved on the curricular contents of the different subjects that participated. The results indicated a great adhesion and participation in the virtual activities proposed, reaching 100% in several of them. Regarding the differences in the averages before and after use of the virtual environment, they were significant in the three school groups (p <.001), the final average rising between 4 and 5 points above the original grade.