Modelo de aprendizaje basado en problemas y resolución de problemas: ¿cuál es más eficaz para mejorar el rendimiento de aprendizaje de los estudiantes? (Problem-based learning and problem solving model: which is more effective in improving student learning achievement?)
DOI:
https://doi.org/10.47197/retos.v60.108212Palabras clave:
Aprendizaje basado en problemas, resolución de problemas, logros de aprendizaje, sociología del deporteResumen
Identificar la sintaxis de las experiencias de aprendizaje de los estudiantes en los modelos de aprendizaje ayuda a los profesores a ser más selectivos a la hora de determinar la relevancia de los modelos de aprendizaje y los logros de aprendizaje de los estudiantes que los profesores han formulado previamente. Esta investigación tiene como objetivo determinar el incremento en el rendimiento de aprendizaje de los estudiantes, utilizando el modelo de aprendizaje basado en problemas (ABP) y el modelo de aprendizaje de resolución de problemas (PS), probando las diferencias en la aplicación de los modelos ABP y PS en el rendimiento de aprendizaje de los estudiantes. y descubrir qué modelo de aprendizaje es más eficaz para mejorar los resultados de aprendizaje de los estudiantes en los cursos de sociología del deporte. Esta investigación es una investigación cuasiexperimental con un diseño de grupo de comparación no equivalente pretest-postest. La muestra de la investigación estuvo compuesta por 60 estudiantes (30 grupos ABP y 30 PS) que cursaban cursos de sociología del deporte. El instrumento de investigación incluye diez preguntas de prueba de rendimiento de aprendizaje desarrolladas a partir de indicadores de pensamiento crítico. Los datos se analizaron descriptivamente, probando las diferencias utilizando la prueba t de muestra independiente y el análisis N-Gain para ver la efectividad de los modelos PBL y PS en los logros de aprendizaje de los estudiantes. Los resultados de la investigación demuestran un aumento en el rendimiento del aprendizaje para ambos grupos que utilizan ABP y PS. Mientras tanto, a partir de los resultados de las pruebas estadísticas, existen diferencias significativas en el rendimiento del aprendizaje entre los grupos ABP y PS. Además, de los resultados de la prueba N-Gain, se desprende que el PBL es más eficaz para mejorar el rendimiento de aprendizaje de los estudiantes que el modelo PS.
Palabras clave: Aprendizaje basado en problemas, resolución de problemas, logros de aprendizaje, sociología del deporte.
Abstract. Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model.
Keywords: Problem-based learning, problem solving, learning achievement, sport sociology
Citas
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