Learning by doing y rendimiento académico en estudiantes de Administración de Empresas.
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| Title: | Learning by doing y rendimiento académico en estudiantes de Administración de Empresas. |
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| Alternate Title: | Learning by doing and academic performance in Business Administration students. Learning by doing e desempenho acadêmico em estudantes de Administração de Empresas. |
| Authors: | Cortés Bracho, Oriana Carola1 ocortes@coruniamericana.edu.co, Betancourt Rodríguez, Libnazaret2 libnazareth08@gmail.com, Mejía Turizo, Jorge3 jorgemejia@mail.uniatlantico.edu.co, Ojeda Beltrán, Adelaida del Carmen4 adelaidaojeda@mail.uniatlantico.edu.co |
| Source: | Revista Pensamiento Americano. jul-dic2023, Vol. 16 Issue 32, p1-15. 15p. |
| Subjects: | LEARNING by doing (Economics), SELF-contained classrooms, BUSINESS students, INFORMATION society, ORGANIZATIONAL performance, EXPERIENTIAL learning |
| Abstract (English): | Introduction: Traditional education in the classroom has been questioned in its ability to respond to the needs of the knowledge society, so the center of the discussion is directed to the change of methodologies that are more suitable and coherent with the environment, such as the learning by doing methodology, expressed as experiential learning that forces the student to solve problems outside the classroom. Objective: The objective of this article is to analyze how the Learning by doing methodology is related to the academic performance of business administration students. Methodology: the comparison of the final grades of two groups of students is proposed: group A made up of a sample of 34 students (control group that took the subject in the first semester of 2022, in the traditional way) and group B (experimental group that took the subject in the second semester of 2022 under the aforementioned methodology) made up of a sample of 29 students. Likewise, group B was measured at two moments (before and after having participated in learning by doing activities) with a pre and post test. Results: The results showed an improvement in the grades of group B, additionally an improvement in leadership, innovation and creativity skills was observed in the students of this group Conclusions: This research highlights the need to adopt methodologies such as learning by doing in the training of business administrators. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: La educación tradicional en el aula se ha visto cuestionada en su capacidad de responder a las necesidades de la sociedad del conocimiento, por lo que el centro de la discusión se dirige al cambio de metodologías más aptas y coherentes con el entorno, como lo es la metodología learning by doing, expresada como el aprendizaje experiencial que obliga al estudiante a resolver problemas fuera del aula. Objetivo: analizar cómo la metodología Learning by doing se relaciona en el rendimiento académico en estudiantes de administración de empresas. Metodología: se propone la comparación de las calificaciones finales de dos grupos de estudiantes: grupo A conformado por una muestra de 34 estudiantes (grupo de control que cursó la asignatura en el primer semestre del año 2022, de manera tradicional) y grupo B (grupo experimental que cursó la asignatura en el durante el segundo semestre del año 2022 bajo la metodología mencionada) conformado por una muestra de 29 estudiantes. Asimismo, el grupo B fue medido en dos momentos (antes y después de haber participado de actividades de learning by doing) con un pre y post test. Resultados: Los resultados evidenciaron una mejora en las notas del grupo B, adicionalmente se observó una mejora en las habilidades en liderazgo, innovación y creatividad en los estudiantes de este grupo. Conclusiones: Esta investigación subraya la necesidad de adoptar metodologías como learning by doing en la formación de administradores de empresas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Introdução: A educação tradicional em sala de aula tem sido questionada em sua capacidade de responder às necessidades da sociedade do conhecimento, por isso o foco da discussão está direcionado para a mudança de metodologias mais adequadas e coerentes com o ambiente, como é o caso da metodologia learning by doing, expressa como aprendizagem experiencial que força o aluno a resolver problemas fora da sala de aula ii) objetivo: analisar como a metodologia Learning by doing está relacionada ao desempenho acadêmico em alunos de administração de empresas iii) metodologia: Propomos a comparação das notas finais de dois grupos de alunos: o grupo A, formado por uma amostra de 34 alunos (grupo de controle que cursou a disciplina no primeiro semestre de 2022, de forma tradicional) e o grupo B (grupo experimental que cursou a disciplina no segundo semestre de 2022 com a metodologia mencionada), formado por uma amostra de 29 alunos. Da mesma forma, o grupo B foi medido em dois momentos (antes e depois de ter participado das atividades de aprender fazendo) com um pré-teste e um pós-teste iv) Resultados: os resultados mostraram uma melhora nas notas do grupo B, além de uma melhora nas habilidades de liderança, inovação e criatividade dos alunos desse grupo. Conclusões: Esta pesquisa enfatiza a necessidade de adotar metodologias como a aprendizagem pela prática no treinamento de administradores de empresas. [ABSTRACT FROM AUTHOR] |
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| Database: | MedicLatina |
| Abstract: | Introduction: Traditional education in the classroom has been questioned in its ability to respond to the needs of the knowledge society, so the center of the discussion is directed to the change of methodologies that are more suitable and coherent with the environment, such as the learning by doing methodology, expressed as experiential learning that forces the student to solve problems outside the classroom. Objective: The objective of this article is to analyze how the Learning by doing methodology is related to the academic performance of business administration students. Methodology: the comparison of the final grades of two groups of students is proposed: group A made up of a sample of 34 students (control group that took the subject in the first semester of 2022, in the traditional way) and group B (experimental group that took the subject in the second semester of 2022 under the aforementioned methodology) made up of a sample of 29 students. Likewise, group B was measured at two moments (before and after having participated in learning by doing activities) with a pre and post test. Results: The results showed an improvement in the grades of group B, additionally an improvement in leadership, innovation and creativity skills was observed in the students of this group Conclusions: This research highlights the need to adopt methodologies such as learning by doing in the training of business administrators. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 20272448 |
| DOI: | 10.21803/penamer.16.32.659 |
