Una nueva metodología de enseñanza y aprendizaje universitarios frente al aburrimiento académico

  1. Irene Sánchez-San-José 1
  2. Daniel Enguídanos Vanderweyen 1
  3. Manuel Iglesias-Soilán 1
  4. Patricia Ariza López 1
  5. Javier Aroztegui Vélez 1
  6. Juan Fernández Sánchez 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2023

Issue: 401

Pages: 101-127

Type: Article

DOI: 10.4438/1988-592X-RE-2023-401-585 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Metrics

Cited by

  • Scopus Cited by: 0 (27-01-2024)
  • Web of Science Cited by: 0 (08-01-2024)

JCR (Journal Impact Factor)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact Factor: 1.4
  • Journal Impact Factor without self cites: 1.4
  • Article influence score: 0.421
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 217/269 (Ranking edition: SSCI)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.345
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 761/1438

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact: 1.540
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 17/232

CIRC

  • Social Sciences: B

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 1.7
  • Area: Education Percentile: 45

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Citation Indicator (JCI): 0.36
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 537/759

Abstract

Boredom at university has shown to interfere with teaching and learning. It is linked to variables such as task importance and complexity, or student’s autonomy, which are in turn related to the chosen teaching and learning methodology. The goal of this study is to test the effectiveness of a new methodology based on four principles -shared teaching, flipped classroom, human model of teaching and creative evaluation- on reducing boredom. Three studies were carried out during two academic years -2019/2020 and 2020/2021-, the latter consisting of a replica aimed to test if initial data can be maintained. Method: Participants were third year psychology students from the Complutense University of Madrid from 4 groups of the afternoon shift (49 participated in the initial study, 56 in the main study and 73 in the replica), who expressed their views using two ad hoc designed evaluation instruments. Participants in the last two studies attended a total of 45 hours of the same course using the proposed methodology. Results: Results show that students overall get bored in class with a notable reduction when the new methodology was used in both academic years. Conclusions: The replicated methodology fulfills its purpose. Nevertheless, more applications are convenient, enabling the study of the weight of each specific related variable in order to guarantee its correct application in other contexts.

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