Evolución de las estrategias de aprendizaje en función de las metodologías docentes y su relación con el rendimiento académico durante el primer año de universidad en carreras de Kinesiología, Nutrición y Dietética y Enfermería.
Tesis Materias > Educación Universidad Internacional Iberoamericana México > Investigación > Tesis Doctorales Cerrado Español En la educación superior, se anticipa que los estudiantes ingresen con un conjunto de estrategias de aprendizaje que les faciliten lograr el éxito académico de manera independiente. No obstante, la realidad muestra una tendencia hacia el aprendizaje memorístico, dificultades en la resolución de problemas, en la organización de ideas y en la planificación de estudios lo que estaría incidiendo en la forma de transferir aprendizajes, contribuyendo a altas tasas de reprobación y bajo rendimiento académico, especialmente durante el primer año universitario. Además, la persistencia de métodos de enseñanza tradicionales y pasivos por parte de los docentes podría estar inhibiendo el desarrollo de estrategias de aprendizaje efectivas. El objetivo del estudio fue evaluar la influencia de las metodologías docentes en las estrategias de aprendizaje y su relación con el rendimiento académico de los estudiantes de primer año en tres carreras de Ciencias de la Salud. El trabajo se inserta bajo un paradigma positivista de diseño cuasiexperimental con una muestra por conveniencia bajo consentimiento informado. Mediante el instrumento ACRA abreviado, se midieron las estrategias de aprendizaje de los estudiantes a lo largo de un año académico. Se analizaron los minutos dedicados a interacciones activas y pasivas en todas las asignaturas del primer año, antes y después de implementar una intervención metodológica. Los resultados indican que la adopción de estrategias de aprendizaje por parte de los estudiantes varía según las metodologías y tipos de interacción activa empleados por los docentes, influenciando significativamente en su rendimiento académico y confirmando la hipótesis del estudio. metadata Williams Oyarce, Carolina Gladys mail carolina.williams@doctorado.unini.edu.mx (2024) Evolución de las estrategias de aprendizaje en función de las metodologías docentes y su relación con el rendimiento académico durante el primer año de universidad en carreras de Kinesiología, Nutrición y Dietética y Enfermería. Doctoral thesis, SIN ESPECIFICAR.
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En la educación superior, se anticipa que los estudiantes ingresen con un conjunto de estrategias de aprendizaje que les faciliten lograr el éxito académico de manera independiente. No obstante, la realidad muestra una tendencia hacia el aprendizaje memorístico, dificultades en la resolución de problemas, en la organización de ideas y en la planificación de estudios lo que estaría incidiendo en la forma de transferir aprendizajes, contribuyendo a altas tasas de reprobación y bajo rendimiento académico, especialmente durante el primer año universitario. Además, la persistencia de métodos de enseñanza tradicionales y pasivos por parte de los docentes podría estar inhibiendo el desarrollo de estrategias de aprendizaje efectivas. El objetivo del estudio fue evaluar la influencia de las metodologías docentes en las estrategias de aprendizaje y su relación con el rendimiento académico de los estudiantes de primer año en tres carreras de Ciencias de la Salud. El trabajo se inserta bajo un paradigma positivista de diseño cuasiexperimental con una muestra por conveniencia bajo consentimiento informado. Mediante el instrumento ACRA abreviado, se midieron las estrategias de aprendizaje de los estudiantes a lo largo de un año académico. Se analizaron los minutos dedicados a interacciones activas y pasivas en todas las asignaturas del primer año, antes y después de implementar una intervención metodológica. Los resultados indican que la adopción de estrategias de aprendizaje por parte de los estudiantes varía según las metodologías y tipos de interacción activa empleados por los docentes, influenciando significativamente en su rendimiento académico y confirmando la hipótesis del estudio.
| Tipo de Documento: | Tesis (Doctoral) |
|---|---|
| Palabras Clave: | Estrategias de aprendizaje, rendimiento académico, metodologías activas. |
| Clasificación temática: | Materias > Educación |
| Divisiones: | Universidad Internacional Iberoamericana México > Investigación > Tesis Doctorales |
| Depositado: | 03 Oct 2024 23:30 |
| Ultima Modificación: | 03 Oct 2024 23:30 |
| URI: | https://repositorio.unini.edu.mx/id/eprint/10149 |
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