Relación entre las estrategias de enseñanza- aprendizaje en universitarios y estudiantes de básica secundaria

Abstract

The objective of this descriptive quantitative research study is to analyze the relationship between the learning strategies used by students and the motivational strategies when teaching, taught by the teaching staff in their chair, taking into account the pedagogical models affected from a cognitive approach in the educational field. This research focused on two study groups, in order to measure the assimilation of the affected students to different types of motivational strategies at different formative moments; The evaluated groups correspond to a public secondary institution and another private university, both students and educators from the same groups being analyzed. To know the type of learning strategies that students use most frequently, implement phase 1 of the project, in which a sample of 43 11th grade students from the Multipurpose Industrial Technical Institution and 149 students from the psychology program of the Third, seventh and ninth semester Lumen Gentium Catholic University Foundation.

The second phase investigates the types of motivational strategies that teachers use when teaching their classes. To achieve this objective, 23 eleventh grade trainers from the Multipurpose Industrial Technical Educational Institution and 26 teachers from the Lumen Gentium Catholic University Foundation of the third, seventh and ninth semesters of the psychology program were selected. For the development of the first objective, the ACRA instrument was applied, which investigates the types of strategies that students use to learn from a cognitive approach, classifying the strategies into four learning categories: acquisition, coding, information retrieval and processing support strategies. For the implementation of the second objective, it was necessary to develop an instrument that covered the study objectives for the group of teachers. This instrument was designed by the student in charge of the investigation under the title "motivational scales by the EMD faculty" This evaluative questionnaire seeks to know what type of motivational strategies educators use most frequently among the categories: motivation towards learning, motivation towards homework and entertainment.

After applying the instruments to the different study groups, important results were found that could be of interest for subsequent studies. In the university institution, a forceful trend was found of almost 100% of the educational agents who focus their motivational teaching strategies towards learning, this means thinking about teaching in favor of inquiry and continuous stimuli to generate an intrinsic motivation in the Students, with the aim of creating meaningful and lasting learning over time, this type of teaching is based on a self-structuring pedagogical model in which the student takes an active role in knowledge. On the other hand, the students' responses to this motivational stimulus was distributed among the four scales of the ACRA instrument, where it was found that the students use: acquisition with 53%, coding 33%, information retrieval strategies 34% and support. to processing with 36%. There is a strong tendency of more than 50% of the surveyed students to acquisition strategies, which may indicate indications of learning in a memorized way. In contrast to this information in the secondary educational context, the trend towards motivational strategies of entertainment is focused, they continuously seek to use pedagogical resources towards the generation of liking by students so that they want to learn. In terms of learning, students denote processing support strategies with 55% of the respondents, so a trend towards the interstructuring pedagogical model can be observed, according to Zubiría (2006) teachers direct their pedagogical strategies to enhance skills of life, from acting, feeling and thinking.

Finally, the relationship between the two types of strategies used by teachers and students was investigated. For this, the information collected from the student sample of both institutions was segmented by semester / course and compared with the corresponding teachers at each level. This is how a trend of 99% of university educational personnel who focus their motivational strategies towards learning was identified. Despite being at a high level in this type of motivation, third and seventh semester students do not demonstrate high percentages in more significant learning strategies for long-term learning such as coding and retrieving information, on the contrary it is evident a trend towards acquisition strategies with 60% for the third semester and 48% in the seventh. In contrast to the two semesters analyzed, the ninth semester students show a strong tendency towards information retrieval strategies with 42%, which means thinking about more significant learning and knowledge with duration over time. Finally, there are the eleventh grade students, who tend to use strategies to support processing with 55%, which denotes an approach towards conflict resolution, affective and social strategies. As for teachers, there is a trend towards entertainment strategies. Finally, it is concluded that university students make greater use of acquisition strategies in the third and seventh semester. However, a change in learning patterns is observed in terms of their learning strategies over time as evidenced in the ninth semester, showing strategies linked to information retrieval, which is directly related to the type of motivation towards the learning of the teaching staff. Regarding basic secondary education, patterns of students are found for support and acquisition strategies in grade eleven. Teachers use entertainment strategies which may be influenced by the characteristics of the population.