THE LIVEWORKSHEET INTERACTIVE TOOL AS A DIDACTIC RESOURCE IN THE CHEMISTRY TEACHING-LEARNING PROCESS

Abstract

Interactive tools are often excluded from the classroom, limiting the use of traditional teaching methodologies; however, their inclusion in chemistry teaching offers new paradigms that seek to achieve effective learning results. In this sense, the present study applies the interactive tool "liveworksheet" in the teaching-learning process of chemistry. A qualitative-quantitative methodology with a quasi-experimental design was used, working with a census sample of 146 participants, 76 from the experimental group and 70 from the control group, who attended the third year of upper secondary at the San Felipe Neri Educational Unit, during the 2021-2022 academic period, where pre-tests and a satisfaction survey were applied. The results of the t-student statistic evidenced conceptual and attitudinal changes to the use of "liveworksheet," confirming the improvement in the teaching-learning process and higher academic performance by rejecting Ho for having a p-value < 0.05. Regarding the knowledge provided, 80.26% rate it as satisfactory, while 86.84% point out the expectations fulfilled as exceptional, which were relevant by significantly improving the students' interest and motivation to learn. Consequently, it is highlighted that using interactive tools influences the teaching-learning of Chemistry, with optimal results.