Eficiencia del plan de marketing como técnica de aprendizaje cooperativo

Vallet‐Bellmunt, Teresa; Torres, Pilar Rivera; Vallet-Bellmunt, Ilu; Vallet-Bellmunt, Antonio

doi:10.1016/j.iedee.2015.09.001

Cited by 7 publications

(4 citation statements)

References 47 publications

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“…Asimismo, los resultados permitieron apreciar que si existen diferencias significativas de la influencia del aprendizaje significativo y los aspectos teóricos del desempeño académico (Z=5.02 p < 0.001) apreciándose que los Cadetes del grupo experimental superan en puntaje a los Cadetes del grupo control. Este hallazgo guarda relación con lo investigado por Vallet-Bellmunt et al (2016), donde indicaron en su resultado que la Hipótesis no puede ser rechazada y que el aprendizaje cooperativo es un proceso multidimensional definido en la interacción entre pares.…”

Section: Revista De Cienciasunclassified

Aprendizaje cooperativo y rendimiento académico en la Escuela de Oficiales de la Policía Nacional del Perú

2024

RCS

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At the Officers School of the National Police of Peru, the quality of academic training is essential to prepare future leaders; However, traditional individualistic teaching has raised concerns about its effectiveness. The research consists of establishing the influence of cooperative learning on academic success at the Officers School of the National Police of Peru to develop competence in students that allows them to live in society. The quantitative approach of quasi-experimental design was used, with a descriptivecomparative scope, the sample was non-probabilistic of an intentional type, two tests were constructed; one for entry and the other for exit, the tests were applied to 53 Cadets of the Offender Psychology course. The results allowed us to appreciate that the cooperative learning method stimulates creativity, favors the development of cognitive processes, categorizes critical analysis and problem solving in the comparison of the experimental group and the control group, which translated into the scores obtained at the end. the course with the traditional and cooperative methods. Demonstrating that the use of pedagogical strategies that promote social skills strengthens the academic performance of officers in training.

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Section: Revista De Cienciasunclassified

Aprendizaje cooperativo y rendimiento académico en la Escuela de Oficiales de la Policía Nacional del Perú

2024

RCS

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“…In order to have a measure of the two types of learning (conventional and cooperative), a questionnaire based on previous studies (Liu, 2003;McMillan & Hwang, 2002;Vallet-Bellmunt, Rivera-Torres, Vallet-Bellmunt, & Vallet-Bellmunt, 2016) was presented to the students. The questionnaire contains nine items, items 1 to 5 questions about the relationship among students and items 6 to 9 refers to the relation with the teacher.…”

Section: Measurementmentioning

confidence: 99%

Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

Morera-Fernandez

Morera-Mesa

Morera-Fumero

et al. 2020

International Journal of Educational Research Review

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Peer interactions and teacher student interactions are essential components of learning upon which cooperative learning (CL) is rooted. Empirical data about this type of interactions are scanty. The aim of this research is to compare students' opinions about the student-student and student-teacher interactions in a CL method (Jigsaw II/puzzle) and the conventional teacher learning method after learning an economics teaching unit in a secondary education school. The study was carried out in a secondary education level institute in the island of Tenerife, Canary Islands (Spain) during the 2017-2018 academic year. Twenty-eight students took part in the study. Students were taught a unit through the conventional teacher exposition method and later through a CL technique (Jigsaw II/puzzle). Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale. Students were evaluated twice, during the conventional instruction and approximately two weeks later after receiving the CL instruction. The total score of interactions among peers was significantly higher with the CL method than the conventional method (conventional method: 19.92 ± 2.26 vs CL method: 21.54 ± 2.75, p < 0.009). There were no significant differences between the methods of learning in the total score of the interaction with the teacher (conventional method: 17.17±1.61 vs CL method: 16.37±2.78, p < 0.098), but in item 9 (interchange of information with the teacher) the score in conventional method was significantly higher than in the CL technique (4.50 ± 0.59 vs 4.21 ± 0.72, p < 0.016). In conclusion, the secondary education students consider that puzzle/jigsaw II CL technique promotes relationships among peers more than conventional learning while there is no difference between the puzzle/jigsaw II CL technique and the conventional learning in the teacher-student relationships.

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“…Regardless of the technique, research has confirmed that CL fosters the development of competences included as instructional goals in most university curricula, such as competence to learn and teamwork [33]. Besides, CL contributes to students' achievement, self-perceived success and satisfaction with learning [34,35].…”

Section: Introductionmentioning

confidence: 99%

Towards a Cooperative Learning Environment in Universities through In-Service Training

Hebles

Yániz-Álvarez-de-Eulate

Santos

et al. 2021

Sustainability

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The goal of this study is to determine the extent to which faculty training in cooperative learning (CL) transfers to university teaching, according to students’ opinions. The design was quasi-experimental, with a control group and an intervention group. During two years, 346 first-year university Business School students and 12 university teachers of four disciplines (Business and Economy, Communication, Mathematics and Knowledge Integration) took part in the study. The results show that, after specific training in CL methodology, teachers showed significant improvement in the application of several CL dimensions: social skills, evaluation, reflection, interdependence, interaction and tutoring. In addition, a multivariate analysis of variance was calculated to examine the possible interaction effect of teacher training and disciplines on CL application. The results indicate that training based on participants’ needs and context fosters transference to university teaching. Teachers from different disciplines respond differently when applying CL to the classroom after training, especially in evaluation, heterogeneity, and tutoring. The results highlight the importance of a quality faculty professional development program.

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Eficiencia del plan de marketing como técnica de aprendizaje cooperativo

Cited by 7 publications

References 47 publications

Aprendizaje cooperativo y rendimiento académico en la Escuela de Oficiales de la Policía Nacional del Perú

Aprendizaje cooperativo y rendimiento académico en la Escuela de Oficiales de la Policía Nacional del Perú

Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

Towards a Cooperative Learning Environment in Universities through In-Service Training

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