Author(s)

Nilda Henríquez, Juan Muñoz

Faculty of Education and Culture, SEK University, Santiago, Chile.

The health condition caused by the COVID-19 virus forced educational establishments to continue with their educational plans in online mode. A modality for which neither students nor teachers were prepared. These completely different conditions presented significant challenges in relation to teaching strategies in complex subjects such as geometry in technical high schools. To know post-pandemic state in geometry, a quantitative investigation was implemented, with a sample of 307 students from technical high schools. The research sought to determine the level of mastery in geometry that students in the third and fourth years of secondary technical education had during the pandemic. The three high schools that make up the study are in different districts of the country’s capital, with no administrative connection between them. In this scheme, students were subjected to three instruments that measure their level of mastery and perception in geometry. The results allowed us to observe the low performance and mastery of the content with which the students returned to face-to-face. Additionally, they revealed the need for updating and innovative changes in teaching strategies for this discipline.

COVID-19, Secondary Technical Education, Geometry, Innovation

Henríquez, N. and Muñoz, J. (2024) Post-Pandemic Diagnosis in Geometry Knowledge Mastery Reveals the Need for a Review and Innovation in Teaching of Technical High Schools. Creative Education, 15, 1377-1390. doi: 10.4236/ce.2024.157083.