Abstract
This research evaluated the effect of the Competency-Based Learning strategy supported by the Web on academic performance and motivation variables, in a Pre-calculus distance course. Moodle was used as the management platform for the course. The participants in the study were students of recent entry to the university in the careers of Engineering in Teleinformatics and Engineering in Works and Services at the University Center of the South Coast of The University of Guadalajara. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied at the beginning and at the end of the instruction to evaluate the significance of the Competency-Based Learning (CBL). Two groups were formed, the experimental group composed of students who participated under the Competency-Based Learning strategy, and the control group, who completed the pre-calculus course in a face-to-face fashion. The data provided in the present study was analyzed using the Statistical Analysis System (SAS), version 9.4. t-tests were performed for independent and paired samples. Parametric Analysis of Variance (ANOVA) was used to evaluate the significance of the academic performance variables and motivation of the students submitted to the CBL strategy. The Motivation variable was evaluated through a pre-test and a post-test. The results showed that the students who participated under the instructional strategy of CBL in the Pre-calculus course obtained higher academic performance than those obtained by their peers in the traditional group. The students who took the course under the CBL showed the same levels of intrinsic motivation throughout the course. The target levels of extrinsic orientation of the students who participated in the experimental group suffered changes in their levels. The results of the analysis supported the hypothesis and showed that the experimental group reached levels of intrinsic motivation superior to those achieved by the participants in the control group.
Highlights
The research presented here was conducted at the University Center of the South Coast (CUCSUR) of the University of Guadalajara (UdeG), Mexico
The learning strategies section consists of 50 items: 31 differences in the level of intrinsic motivation of the students items consider the use of different cognitive and metacognitive before and after the implementation strategies and 19 items reacted with the management of of the Competency-Based Learning (CBL) instructional strategy in the Pre-calculus course
The results of this research argue that students participating in the CBL instructional strategy maintained their intrinsic motivation levels during the course, which meant a positive attitude towards the activities proposed in the course
Summary
The research presented here was conducted at the University Center of the South Coast (CUCSUR) of the University of Guadalajara (UdeG), Mexico. The CUCSUR serves a population of 3500 students. The CUCSUR Engineering Department serves 590 students distributed in the following careers: Engineering in Works and Services (IOS) 215, Teleinformatics Engineering (INTEL) 184, Mechatronics Engineering (IM) 184, and International Trade and Process Engineering (INPROCI) 191. Traditional teaching systems are geared towards training students for the same jobs they have been doing since long ago. This has put, at the center of attention, many higher education institutions who have undertaken important efforts to train students who demand new skills and competencies to meet the demands of university studies. The demands and needs that the students pose and that the institutions of higher education must confront are of two kinds [1]. The second one is related to the generation of learning scenarios that are relevant to the needs of society
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