Operaciones con Números Enteros en Ambientes B-Learning Según Estilos de Aprendizaje

This study analyzes the learning of basic operations with integers among seventh-grade students at the San Carlos de Guaroa Educational Institution through the implementation of blearning environments designed according to Visual Auditory and Kinesthetic (VAK) learning styles. The research is grounded in constructivist approaches to mathematics education and aligned with Sustainable Development Goal 4 which promotes inclusive and equitable quality education through the integration of educational technologies. A quasi-experimental methodology was applied using a pretest–posttest design. The sample consisted of students grouped according to their identified learning styles. Data were collected through standardized assessments administered before and after the intervention and analyzed using SPSS software. Hypothesis testing was conducted through one-way analysis of variance (ANOVA) with a significance level of α = 0.05 complemented by independent samples t-tests. Results show a statistically significant improvement in overall student performance after the implementation of the b-learning strategy. The ANOVA revealed significant differences among the groups (p < 0.05) with the visual learning style group achieving the highest mean scores. Independent t-tests confirmed statistically significant differences between the visual group and both the auditory and kinesthetic groups while no significant differences were found between the latter two (p > 0.05). Additionally higher gains were observed in addition operations whereas subtraction showed comparatively lower performance levels. The findings indicate that b-learning environments designed according to learning styles significantly enhance the learning of integer operations. The study highlights the pedagogical value of integrating ICT-based strategies tailored to learner characteristics and supports the contribution of technology-enhanced instruction to improving educational quality in line with SDG 4.