Improving passive learning. An effective model for university research

Muñoz S.; Muñoz P.; Janampa N.; Verde L. · Revista Electronica Interuniversitaria de Formacion del Profesorado (2024) · DOI: 10.6018/reifop.606921

Resumen

Knowledge of the scientific research process (CPIC) achieves production. The support of this knowledge is active learning, which allows the development of cognitive and motivational factors. To achieve the CPIC, the Constructivist Pedagogical Model (MOPEC) was created with the objective of evaluating the effect of the practice of the cognitive factor (PFC) on the CPIC with mediation of the practice of the motivational factor (PFM), applying two paradigms. The constructivist, through; vicarious learning, strategic learning and modeling. The connectivist, through an online manual as support. The sample was 340 students evaluated by stages and groups. The results showed effectiveness of the MOPEC through: (1) Linear regression with optimal scaling and found that 82% of the participants agreed on the effect of the PFC on the CPIC mediated by PFM (2) Structural equation model, found theoretical correspondence –practice, statistically significant, with: CMIN = 2.540, RMSEA = .067, SRMR = 0.0217; GFI=.957, AGFI=.921, CFI=.982; NFI=.970; PRATIO = .667, PNFI = .647 (3) Application of the Hayes model that explained 79% of the variance of the CPIC using 10,000 bootstrapping. Once the objective is evident, it is concluded that the application of MOPEC achieves improvements in the CPIC of undergraduate and graduate students.

Instituciones: Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle