Percepción de estudiantes universitarios: análisis de métodos de enseñanza y rendimiento académico
DOI:
https://doi.org/10.5281/zenodo.19320580Palabras clave:
Educación superior, educación tradicional, método de enseñanza, rendimiento académico.Resumen
Este estudio cualitativo interpretativo, con diseño fenomenológico, examinó cómo los métodos tradicionales y colaborativos inciden en el rendimiento académico de estudiantes de Administración de la Universidad Nacional Agraria de la Selva (Perú). Participaron 29 estudiantes; se aplicó triangulación mediante entrevistas semiestructuradas, observación y análisis documental, con contraste docente. Los resultados muestran que la clase magistral es valorada cuando es clara, estructurada y apoyada en ejemplos, pero la atención disminuye sin interacción; el trabajo colaborativo potencia motivación, pensamiento crítico y trabajo en equipo, aunque exige organización, moderación y participación equilibrada. En el plano objetivo, los estudiantes se autoevalúan "bien", destacando motivación, compromiso, asistencia y gestión del tiempo; en el subjetivo, reportan avances en liderazgo, adaptabilidad y uso de tecnologías, con consolidación identitaria hacia el tercer año. Concluimos que combinar claridad expositiva con colaboración guiada, y reforzar formación docente e infraestructura tecnológica, mejorará resultados objetivos y subjetivos en la educación superior.
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