Eficacia de una propuesta de metodología docente colaborativa en alumnos del Grado de Fisioterapia
- Angélica Ariza-García
- Irene Cantarero-Villanueva
- Lourdes Díaz-Rodríguez
- Noelia Galiano-Castillo
- Manuel Arroyo-Morales M.
- Carolina Fernández-Lao
- María Teresa Ramiro Sánchez (coord.)
- Tamara Ramiro Sánchez (coord.)
- María Paz Bermúdez Sánchez (coord.)
Publisher: Asociación Española de Psicología Conductual AEPC
ISBN: 978-84-697-0237-6
Year of publication: 2014
Pages: 675-679
Congress: Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (10. 2013. Granada)
Type: Conference paper
Abstract
BACKGROUND Collaborative learning is promoted when members of a group have a common goal and work together to achieve it. This is accomplished by sharing experiences, knowledge and skills among members. METHODS Controlled quasi-experimental design with first grade students divided into two groups, traditional methodology (control) and collaborative methodology (experimental). Satisfaction about the methodology was assessed using 10-item questionnaire (Likert scale 0-4 points). Mean difference was tested in final subject scores between the two groups of students. Descriptive study of the sample and satisfaction questionnaire on the collaborative methodology was delivered (mean, SD), and chi-square test to assess differences in the final between both groups. RESULTS 110 students (50.9% women) with mean age of 20.09 ± 2.9 years were included/participated in the study. The analysis showed increased final scores in experimental group compared to the control, although it was not statistically significant (p = 0.762). The student satisfaction with the methodology was good, getting in all items averaging over 3.6 (Likert scale 0-4 points). CONCLUSION The collaborative proposal had a positive influence, although not statistically significant, in improving students' final scores and it was also positively evaluated by the group of students.