Análisis combinado del clima académico y el ABP: Influencia en el engagement universitario
This paper explores the influence of two contextual variables, academic climate and the active learning methodology Problem-Based Learning (PBL), on university students' engagement, considering engagement as an indicator of teaching effectiveness. Additionally, the effect of PBL was analyzed ba...
| Autores: | , , , , , , , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/27025 |
| Acceso en línea: | http://hdl.handle.net/10256/27025 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprenentatge basat en problemes Aprenentatge actiu Problem-based learning Active learning Ensenyament universitari |
| Sumario: | This paper explores the influence of two contextual variables, academic climate and the active learning methodology Problem-Based Learning (PBL), on university students' engagement, considering engagement as an indicator of teaching effectiveness. Additionally, the effect of PBL was analyzed based on the institution's level of commitment to this methodology. Secondarily, the effect of two individual variables, gender and university admission scores, on student engagement was also examined. A cross-sectional quantitative study was conducted with 1376 university students who completed questionnaires on engagement and academic climate. The engagement survey also collected sociodemographic data and information on whether PBL was applied in the course or integrated into the curriculum. ANOVA, regression models, and moderation analyses were used to examine the relationships between variables. The results show that classroom climate is a determining factor in engagement, while the PBL methodology only enhances engagement when there is a favorable climate. Furthermore, it was observed that women present higher levels of engagement than men, while the university admission grade does not appear to have a significant impact. The study concludes that classroom climate is essential for promoting engagement, especially when active methodologies like PBL are implemented. The absence of a direct effect of the PBL methodology on engagement highlights the need for a positive classroom environment to maximize its effectiveness |
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