University students’ perceptions: analysis of teaching methods and academic performance

Potokar N.C.; Panduro J.A.T.; Camacho L.H.; Seijas M.A.D.; Canales J.C.Y. · Encuentros (Maracaibo) (2026) · DOI: 10.5281/zenodo.19320580

Resumen

This interpretive qualitative study, with a phenomenological design, exa-mined how traditional and collaborative methods affect the academic performance of business administration students at the National Agra-rian University of the Jungle (Peru). Twenty-nine students participated; triangulation was applied through semi-structured interviews, observa-tion, and document analysis, with teacher contrast. The results show that lectures are valued when they are clear, structured, and supported by examples, but attention wanes without interaction; collaborative work en-hances motivation, critical thinking, and teamwork, although it requires or-ganization, moderation, and balanced participation. Objectively, students self-assess as “good,” highlighting motivation, commitment, attendance, and time management; subjectively, they report progress in leadership, adaptability, and use of technologies, with identity consolidation by the third year. We conclude that combining clarity of presentation with guided collaboration and strengthening teacher training and technological infras-tructure will improve objective and subjective results in higher education.

Instituciones: Universidad Nacional Agraria de la Selva