Métodos centrados en el aprendizaje, implicación del alumno y percepción del contexto de aprendizaje en estudiantes universitarios

  1. Gargallo López, Bernardo 1
  2. Jiménez Rodríguez, Miguel Ángel 2
  3. Martínez Hervás, Noelia 2
  4. Jiménez Beut, Juan Antonio 2
  5. Pérez Pérez, Cruz 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad Católica de Valencia San Vicente Mártir
    info

    Universidad Católica de Valencia San Vicente Mártir

    Valencia, España

    ROR https://ror.org/03d7a9c68

Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2017

Volume: 20

Issue: 2

Pages: 161-187

Type: Article

DOI: 10.5944/EDUCXX1.19036 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

In this work we wanted to assess the impact of learning-centered methods on various capabilities/abilities of some students and on their perception of the learning environment developed by their professors. The sample consisted of 126 first-year students from the Catholic University of Valencia. These students belonged to three groups and they were studying the degrees of Primary Education and Early Childhood Education. One professor taught one course in Primary Education and the other one taught another course in Early Childhood Education. A pre-experimental design was used with pretest and posttest measures by means of the SEQ questionnaire; besides, the students assessed the methods used by their professors by means of a quantitative questionnaire. Furthermore, qualitative data were collected from some students from the three groups. Besides, a quasi-experimental design was used to compare the existing results between the groups both in the pre-test and in the post-test. Both professors used an innovative/centered learning methodology. The two methodological formats used by these two professors had similarities and differences, having in common the approach of aligning teaching. Significant improvements were found in the skills of the students and in their assessment of teachers’ skills to develop a good learning environment, both in the whole sample and in each group. Comparisons between groups reflected equivalence between the groups in the pre-test and very slight differences in the post-test. The positive influence of learning-centered methods regarding to the objectives of this research was confirmed, given the aforementioned improvements which took place in the three groups. This work is relevant for the positive results obtained from a more integrative methodological approach than in other analyzed studies.

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Funding information

Proyecto «Metodologías centradas en el aprendizaje en la universidad. Diseño, implementación y evaluación», aprobado y financiado por el Ministerio de Economía y Competitividad. Convocatoria Nacional de Ayudas para la financiación de Proyectos de I+D, VI Plan Nacional de I+D+i 2008-2011 (2013-2015). (Código EDU2012-32725)

Funders

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