Use of Procedural Prompts in the Development of a Technical Text in Industrial Engineering

Ramos J.M.C.; Jara R.M.; Rojas J.M.; Villena R.M. · Proceedings of the 2025 IEEE 5th International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2025 (2025) · DOI: 10.1109/icalter69698.2025.11355085

Resumen

In the field of university engineering education, difficulties in producing technical texts are often linked to ambiguity and lack of clarity in writing instructions. The present study aims to analyze the impact of procedural instructions on the development of writing skills to produce technical texts in industrial engineering students at the Technological University of Peru. An experimental design with a quantitative approach was used, applying pre- and post-tests to a control group and an experimental group during a 12 -week course. The intervention consisted of the use of detailed instructions that break down tasks into clear steps, guiding written production in three key dimensions: formulation of the objective, textual structure, and stylistic precision. The results show a significant improvement in the experimental group, which went from an average of 12.1 to 18.5 points, reaching the 'Achieved' performance level according to the rubric used. In contrast, the control group only achieved a modest increase (from 10.9 to 14.3 points), remaining at the 'In progress' level. These findings validate the effectiveness of procedural instructions as instructional scaffolding that improves clarity, structure, and style in technical writing. It is concluded that procedural guidelines strengthen students' communication skills by aligning written assignments with educational objectives and professional demands in the field of engineering.

Instituciones: Universidad Tecnológica del Perú