Aprender a aprender en la universidad. Efectos de una materia instrumental sobre las estrategias de aprendizaje y el rendimiento académico

• Autores: Bernardo Gargallo López, Carmen Campos, Gonzalo Almerich Cerveró
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 28, Nº 4, 2016, págs. 790-810
• Idioma: español
• DOI: 10.1080/11356405.2016.1230293
• Títulos paralelos:
  • Learning to learn at university. The effects of an instrumental subject on learning strategies and academic achievement
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• Dialnet Métricas: 26 Citas
• Resumen
  • español

    El aprendizaje autorregulado es muy importante en la universidad ya que el alumnado debe manejar las estrategias y habilidades necesarias para ser autónomo y eficaz al aprender. El objetivo de este trabajo era comprobar los efectos de una asignatura diseñada para aprender a aprender sobre las estrategias de aprendizaje y el rendimiento de los alumnos de primeros cursos. Se utilizó un diseño cuasiexperimental pre-test-post-test con grupo experimental y grupo de control, tomando medidas antes de comenzar la docencia de la materia y después de finalizarla. En esta materia se trabajó el análisis del proceso de aprendizaje, se entrenó en el uso de estrategias relevantes: metacognitivas, de procesamiento y uso de la información y afectivas y motivacionales. La muestra estuvo constituida por 47 estudiantes, 23 del grupo experimental y 24 del grupo de control, de diversas titulaciones de la Universidad de Valencia. Los resultados confirmaron mejoras significativas en las estrategias de aprendizaje de los estudiantes del grupo experimental frente a los del grupo de control. También aumentó el rendimiento académico aunque en este caso las diferencias no fueron estadísticamente significativas.

  • English

    Self-regulated learning is very important at university, since students must manage the strategies and abilities necessary to be autonomous and effective in their learning. The aim of this study was to analyse the effects of a course designed for this purpose on learning strategies and students’ achievement of first-year university students. A quasi-experimental pre-test/post-test design was used, with an experimental group and a control group, applying measurement instruments before starting and after finishing the course. The learning process was analysed on this course, with students being trained in the use of relevant learning strategies — metacognitive strategies, strategies for processing and using information and affective and motivational strategies. The sample consisted of 47 students, 23 of them belonging to the experimental group and 24 of them to the control group, from various degrees at the University of Valencia. The results confirmed significant improvements in the learning strategy scores of the experimental group compared to the control group. There was also an improvement in academic achievement, but in this case the differences were not statistically significant.

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