El Bingo como Estrategia Didáctica en la Enseñanza de la Multiplicación: Una Revisión Sistemática de Estudios en Educación General Básica

This research evaluated the implementation of interactive games (especially bingo) for teaching multiplication to fourth grade students of General Basic Education. The study presented a quantitative approach with a quasi-experimental design, using both the pretest and posttest on a sample of 42 students to determine the impact of bingo on learning, academic performance and motivation. The data collection instrument was a questionnaire with 12 items divided into three dimensions, which showed high reliability, with a Cronbach's alpha coefficient of 0.79 for the general instrument and values ​​of 0.85, 0.82 and 0.76 in its specific dimensions. The Student T-test for paired samples showed a significant difference between the pretest (x̅ = 6.65; ơ = 1.528) and the posttest (x̅ = 9.11; ơ = 0.808), with a mean difference of 2.452 and a bilateral significance of p < 0.001. The previous results confirm that bingo is an effective pedagogical tool to improve the learning of multiplication due to its use contributes to the promotion of a motivating, dynamic and participatory environment and promotes effective education.