Excelia as a Tool for Scientific Research on a Likert Scale
Abstract
Statistical software aims to automate the numerical operations required for the processing and
statistical analysis of data from scientific research, using a Likert-based instrument, usually with
five response options. The objective of this paper is to describe the different applications for the
design, programming, and construction of a digital techno-educational resource with added
values to Excel, such as Excelia, to carry out descriptive and inferential statistical processing
based on primary data generated from research for the automation of numerical operations. The
methodology used was documentary, descriptive, and applied. Excelia was built using some of
Excel's own functions, supported by logical functions and mathematical devices. The result is
applications that can be combined and customized according to the interests of researchers,
teachers, and students, grouped into three categories: statistical calculator, data processor, and
instructional resource. Excelia stands out as a tool of interest due to its multiple benefits: Among
these are its ability to optimize time and ease of use, as its intuitive design allows the user to
easily enter data. Afterward, all that remains is to interpret the results within the theoretical
context, which streamlines analysis and decision-making. Thanks to its efficiency and
accessibility, it becomes an ideal option for those seeking a practical and effective solution.
Keywords: Excelia, statistics, techno-didactic resource, calculator, data processor
Introducción
La enseñanza de las matemáticas, y el particular la estadística, representa un desafío
constante para los docentes, quienes deben emplear estrategias y recursos innovadores que
motiven a los estudiantes y fomenten un aprendizaje significativo. Más allá de transmitir
conocimientos, el rol del docente implica diseñar metodologías activas que estimulen el
razonamiento, la resolución de problemas y la aplicación práctica de los conceptos matemáticos.
Esto requiere un enfoque dinámico que combine herramientas didácticas, tecnología y
situaciones reales, permitiendo a los alumnos comprender la utilidad de las matemáticas en su
vida cotidiana y fortalecer sus habilidades de pensamiento lógico y crítico (Cáceres et al., 2025).
Para Mena y Restrepo (2018), en Didáctica de la Matemática, la preocupación es siempre
encontrar respuestas y mejoras a los procesos de enseñanza y aprendizaje de la Estadística como
parte de la familia de las Ciencias Matemáticas, brindando así la oportunidad de que docentes y