Impacto y determinación de restricciones en la elaboración de formularios autorizados en la evaluación de matemáticas universitarias

Abstract

This work focuses on the study of the use of cheat sheets or reference formulas for mathematics courses among university students. In particular, its aim is to investigate which characteristics of the cheat sheets are relevant for academic performance and the learning process. In this way, specific optimal practices for their use can be obtained. The research has been conducted in two different courses, data science and finite mathematics, but with the same participating group of 33 students, with the factor that in one of them restrictions were imposed on the construction of the cheat sheet. The dimensions analysed in the cheat sheets have been density, inclusion of personal explanations, use of colours, and order. The response variable has been the grade on the first assessment test of the subjects. The results show that the restrictions on cheat sheet construction do not have a significant effect in terms of global quality, although they do affect certain dimensions of its construction. The variable that has a positive effect on performance is related to the inclusion of student’s own explanations that are not response samples or solved exercises, suggesting an effective restriction. However, the type of course and the evaluation may also be relevant in this aspect