Urbina Medina Robert Ángel, Palacios Sánchez José Manuel
DOI: https://doi.org/10.59427/rcli/2025/v25cs.83-101
EThis research aims to determine the influence of the B-learning program on the meaningful learning of students in the Mathematics I course at the Faculty of Administrative Sciences of the Federico Villarreal National University (UNFV) in Lima, during the 2023 semester. A quasi-experimental design was used with two groups: an experimental one, which used B-learning, and a control group, which followed traditional teaching methods. The sample consisted of students from the first cycle of the Administration degree. Pre-test and post-test tests, along with observation sheets, were used to evaluate the impact on four dimensions of meaningful learning: exploration, presentation, cognitive assessment, and projection. The results showed that the experimental group performed better in all dimensions, reaching 93.4% meaningful learning, compared to 58% for the control group. Statistical tests confirmed significant differences between both groups (p<0.05). It is concluded that B-learning improves meaningful learning in Mathematics I, promoting greater exploration, presentation, assessment, and projection of content. UNFV academic authorities are encouraged to implement B-learning more broadly in other courses, strengthening teachers’ technological training.
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