Efecto de las variables contextuales, personales y curriculares en la implicación del estudiante

  1. Mercedes Inda Caro 2
  2. Carmen-María Fernández García 2
  3. Ridwan Maulana 1
  4. María Paulina Viñuela Hernández 2
  1. 1 University of Groningen
    info

    University of Groningen

    Groninga, Holanda

    ROR https://ror.org/012p63287

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2021

Título del ejemplar: El modelo flipped classroom : un reto para una enseñanza centrada en el alumno

Número: 391

Páginas: 181-208

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2021-391-474 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Introducción: La implicación del estudiante entendida como las acciones conductuales y emocionales emprendidas por los discentes ante las tareas académicas, se encuentra expuesta al influjo de variables contextuales (centro docente, entorno geográfico), variables personales (género del docente y del estudiante, años de experiencia del docente y comportamiento docente) o variables curriculares (tal sería el caso de las asignaturas o la etapa educativa). Así, el objetivo principal de este estudio ha sido analizar el efecto de estos tres grupos de variables sobre la implicación del estudiante. Metodología: 7114 estudiantes emitieron sus percepciones sobre 410 docentes pertenecientes a 56 centros educativos de tres comunidades autónomas españolas. Se ha analizado la influencia de las siguientes variables sobre la implicación conductual y emocional del estudiante: comportamiento docente, centro docente, comunidad autónoma, género del docente y delos estudiantes, años de experiencia docente, asignaturas y etapa educativa. A tal efecto, se ha realizado un análisis multivariado de la varianza y un análisis del tamaño de los efectos para conocer la influencia de las variables predictoras sobre las variables criterio. Resultados: El género del docente y la comunidad autónoma no parecen tener influencia ni en la implicación conductual ni en la implicación emocional del estudiante. Asimismo, el centro educativo ha mostrado un importante efecto sobre la implicación de los estudiantes, sesgando la influencia que presentan las asignaturas. Respecto a la influencia de las asignaturas, el efecto menor sobre la implicación del estudiante se ha encontrado en las asignaturas de ciencias exactas mientras que el efecto mayor ha sido obtenido en las asignaturas específicas de formación profesional. Discusión: Las evidencias encontradas muestran la necesidad de considerar separadamente el análisis de la implicación conductual y emocional de los estudiantes, además de las diferencias entre las asignaturas instrumentales y las materias específicas de formación profesional.

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Información de financiación

(1) This work was supported by the Dutch scientific funding agency, NRO, under grant 405-15-732 and the Institute of Educational Research and Innovation of the University of Oviedo, INIE, under grant INIE-19-MOD C-1.

Financiadores

    • 405-15-732
    • INIE-19-MOD C-1

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