Implementación del aprendizaje activo para la mejora delrendimiento académico: una experiencia exitosa en Ciencias delDeporte

• Javier Olaya-Cuartero ^[1] ; Basilio Pueo ^[1] ; José Manuel Jiménez-Olmedo ^[1] ; Lamberto Villalón-Gasch ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Educación y conocimiento como ejes del pensamiento crítico: Experiencias innovadoras y significativas / coord. por Mariana González Boluda, Yanira Mesalina Ramírez Cruz, Carolina Lorenzo Álvarez, 2024, ISBN 978-84-1079-028-5, págs. 317-327
• Idioma: español
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • The active role of the student in the teaching-learning process is key to the improvement of academic performance and can be achieved through the implementation of cognitive teaching styles. The aim of this educational intervention was both to analyse the positive or negative impact of the im-plementation of the active role of the student for the improvement of academic performance and to analyse the differences in the impact of the intervention between the standard group, and the high academicperformance group (ARA) in the subject of Technologies and Instrumentation Applied to Physical Education taught in the degree in Sport Sciences. A total of 63 students participated in this educational intervention, 55 students belonging to the standard group in which the theoretical-practical contents were taught in Spanish, and 8 students belonging to the high academic performance group (ARA) in which the theoretical-practical contents were taught in English. The main results showed a significant increase in the statistics grades between pretest and post-test (Mean Difference = -1.198, p = 0.003). In addition, the significant interaction (F (1, 61) = 8.391, p = 0.005) of the ARA group versus the standard group is especially relevant, since it obtained significantly higher scores in the post-test evaluation versus thepretest (ARA mean = 7.676 vs. standard mean = 6.882, p = 0.013). This same ARA group also presented a lower coefficient of variation in the post-test evaluation (0.198 vs. 0.294), which translates into lower variability in the scores