Research Participation Improves Student's Exam Performance

  1. Gil Gómez de Liaño, Beatriz 2
  2. León, Orfelio Gerardo 2
  3. Pascual Ezama, David 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Año de publicación: 2012

Volumen: 15

Número: 2

Páginas: 544-550

Tipo: Artículo

DOI: 10.5209/REV_SJOP.2012.V15.N2.38865 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: The Spanish Journal of Psychology

Resumen

Aunque ha habido varios intentos por estudiar los posibles efectos beneficiosos de la participación en investigaciones en ciencias sociales, la mayoría de ellos han estudiado la satisfacción y la percepción de aprendizaje de los alumnos (e.g., Bowman & Waite, 2003), y muy pocos trabajos han tomado medidas del rendimiento en los exámenes. Además, la participación ha sido habitualmente conceptualizada como una mezcla entre participación activa y pasiva, incluyendo en la misma medida prácticas muy distintas tales como rellenar cuestionarios, pasar experimentos o leer y responder a una serie de cuestiones sobre un artículo o una conferencia científica. El presente trabajo pretende determinar si existe beneficio en el rendimiento en un examen, la satisfacción y el aprendizaje percibido por los alumnos en la materia de Métodos de investigación en psicología, en tres grupos distintos (grupo de no participación, participación pasiva y participación activa) gracias a la participación en una investigación en psicología. Como se puede ver en los resultados, la mera participación beneficia la ejecución en el examen. Los resultados son discutidos en términos del uso de la participación de nuestros estudiantes en investigaciones, como un nuevo y potente método activo de educación.

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Fuente de los datos: Dialnet