The role of the teacher in the academic performance of natural sciences in tenth grade basic education students

Abstract

Introduction. This study analyzes the factors influencing learning difficulties in Natural Sciences, highlighting the impact of didactic, attitudinal, environmental, and structural components within the school setting. It is observed that conventional models negatively affect educational progress. In contrast, the integration of virtual tools and metacognitive strategies fosters skills such as independence, reflective thinking, and a willingness to explore. Objective. To propose interactive digital resources that contribute to improving the academic performance of tenth-grade students in the subject of Natural Sciences. Methodology. The study was structured using a mixed-methods approach with a descriptive design, which enabled the evaluation of achievement levels in the subject through quantitative and qualitative methods. Thirty-two students participated by completing Likert-scale questionnaires. The information was processed using basic statistical tools. Results. The findings reveal perceptions related to conceptual understanding and platform usage, although limitations linked to time management persist. Conclusion. The implementation of educational technologies enhances interest, student engagement, and cognitive development, whereas their absence hinders knowledge acquisition. The small sample size limited the generalizability of the results; however, the evidence provides a solid foundation for proposals aimed at enriching teaching practices and strengthening instruction through an innovative lens. General field of study: Educational Sciences. Specific area of study: Teaching Natural Sciences through digital technologies. Type of study: Original Article.