Pedagogical Hybridization in Statistics Learning in the formation of a Master's Degree in Education

One of the most urgent aspirations to meet the challenges of today's society is to prepare teachers to act as transformers of the educational processes they lead, based on scientific research. The master's program in education includes this as one of its objectives. However, the learning of statistics is presented as one of the barriers in the fulfillment of this purpose. Therefore, this paper aims to present a pedagogical proposal based on the implementation of a virtual course on statistics applied to educational research, supported by the Moodle platform, addressed to master's degree students in education as an alternative to increase the learning of this subject. It is a pedagogical hybridization of the following trends: problem-based learning, project-based learning, and the inverted classroom. The results of its implementation in an intentional sample of 34 students of the Master's Degree in Didactics of Exact Sciences arc presented and analyzed. Moreover, the investigators applied a descriptive and longitudinal experimental design based on the quantitative approach. The learning processes were evaluated from the reports submitted by the students to a sequence of five tasks, which were graded using epistemic adequacy descriptors measured at four levels:The results are encouraging, slightly superiors to other project-based learning proposals (Alvarado et al., 2018). 30 students managed to bring the project to final completion and complete the full cycle of statistical investigation, but only 8 achieved high levels and four dropped out of the course. This suggests that the didactic proposal represents a viable alternative for teaching statistics in the masters degree in education. Future applications are suggested for possible amendments in the design to achieve higher results.