abstract
- In this study, an educational intervention was carried out to analyze the impact of the use of a Multi-Modal Learning System on the academic achievement obtained in a Finance and Accounting course at a private Higher Secondary institution. This study aimed to observe whether a system designed with a didactic approach to address a complex topic could positively impact academic achievement. The research approach was quantitative, with a quasi-experimental design, and a descriptive and correlational scope. The sample consisted of 20 students organized into two independent groups: a control group (using traditional learning methods), and an experimental group (which used the system). The Mann-Whitney U test was applied to compare the differences in the medians of two independent samples with fewer than 30 items. Likewise, using the Friedman test, three conceptual tests were applied to each group at different times to assess the effects on evaluations over the intervention period. The evidence suggests that students in the experimental group achieved better academic results and received higher scores on their conceptual exams than the control group. However, due to the sample size, these results cannot be considered statistically significant. © 2025 IEEE.