Descripción

To analyze the factors that influence the low academic performance of third semester students of Systems and Computer Engineering of the Universidad de Cundinamarca in physics concepts. The research was developed under a mixed approach and quasi-experimental design. For the collection of information, Likert scale questionnaires were used to measure attitudes towards physics, covering three components: teaching, interaction and characteristics. The methodology was structured in four phases: initial diagnosis through a pretest; implementation of the neurodidactic plan in the experimental group; posttest evaluation of attitudes; and comparative analysis of the groups. We worked with 76 students, organized in two groups: experimental and control. Through the application of the instruments it was possible to identify high levels of demotivation, low self-esteem and difficulties in understanding concepts. In addition, the data were compared to identify patterns in those with low performance. The analysis of the information allowed us to formulate the following hypothesis: the implementation of neurodidactic planning significantly improves students’ attitudes and understanding of physics concepts such as oscillations and mechanical waves. The results show a significant improvement in the affective, cognitive and behavioral dimensions of the students; therefore, they show a greater disposition towards physics. Neurodidactic planning generated significant improvements in students’ attitudes towards physics, especially in the components of characteristics, interactions and teaching.