Abstract
ThehighereducationstudentskillsinBrazilhaschangedandtheschoolsandtheteachingpracticeitselfarealsochanging.Schoolsthatofferhighereducationcoursesareincreasinglyconcernedwiththepotentialoflearningthathasbeencreatingtheir own methodologies or different ways of dealing with this new student. The use of active methodologies, diagnosticevaluations and dynamic planning, are some of the encouraged guidelines for improving learning and consequentlyschoolperformance.ThepurposeofthisstudywastoanalyzetheAulaFaesaguidelinesandproposeatheoreticalmodeltovalidate the impact of some Faesa guidelines on a causal relation to student achievement, including the use of an activemethodology known as Storytelling. A quantitative research using questionnaires submitted to students from two classesof the Faesa Information Systems course was carried out in 2017. The results showed that all aspects of the Faesa Classcontribute positively to the student’s performance, except for the use of the forum that may was not well adapted to thediscipline.Attendancewasthemostimportantelementinthecontributionofstudentachievement
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