Combinación del aprendizaje invertido y formación de habilidades sociales para mejorar el rendimiento académico universitario

• Dayma Carmenates Hernández https://orcid.org/0000-0001-5482-7562
• Maiquel López Silva https://orcid.org/0000-0002-0946-6160
• Félix Delgado Ramírez https://orcid.org/0000-0002-7188-9471
• Julio Christian Quesada Llanto https://orcid.org/0000-0003-4366-4926

DOI: https://doi.org/10.31876/rcs.v31i2.43774

Palabras clave: Habilidades socioemocionales, rendimiento académico, aprendizaje activo, eficiencia académica, conciencia social

Resumen

Este artículo desarrolló una combinación del aprendizaje invertido y formación de habilidades sociales para mejorar el rendimiento académico universitario. El estudio incluyó una muestra de 86 estudiantes del décimo ciclo en el curso académico 2024-1 definido como grupo control y 2024-2 el grupo experimental en la Universidad Católica Sedes Sapientiae, Perú. Asimismo, se elaboró un cuestionario de 12 ítems categorizados para 6 factores, dirigidos al efecto del beneficio académico de los estudiantes. Además, se evaluó la normalidad y contrastación de hipótesis por t de Student. Los resultados indican que el método combinado no mejora el rendimiento académico de los estudiantes según la prueba de hipótesis. Sin embargo, existe una ligera mejora de las calificaciones de los estudiantes del grupo experimental con un ascenso de 6,8% en relación al grupo control. Además, los resultados de la encuesta reportaron que más del 80% de estudiantes valoraron de muy satisfechos los beneficios del método, resaltando en el factor de la Comunicación y Conciencia social. Estos hallazgos subrayan como conclusión, que el aprendizaje invertido y la formación de habilidades sociales fomentan un dominio y seguridad personal, lo que repercute positivamente en el propósito de vida de los estudiantes.

Citas

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