Eficacia diferencial de dos modalidades instruccionales en universitarios frente a la enseñanza tradicionalFuentes de autoeficacia vs., auto-regulación

Abstract

The need for searching alternatives from Instructional Psychology to traditional teaching in business college students was justified because of the difficulties observed in the different subjects, especially in Cost Accountability. From the metacognition there are studies that afford the teaching of self-regulated learning; and from the self-efficacy sources of Bandura we found less studies. But in both cases, in general, are focused on pre-college students. Exploring the possibility of improving not only the academic achievement, but the perceived capacity related with the subject, we designed an instructional study contrasting the differential efficiency programs during one academic year, among three groups, one focused on metacognition (N = 300), another in self-efficacy (N = 300), and last focused on traditional teaching (N = 300), with measures pre and post treatment. Results show statistically significant improvement not only in academic achievement but in cognitive variables of motivation and learning strategies, perceived self-efficacy towards Cost Accountability, metacognitive knowledge, thinking styles, in general, but more significant in metacognitive and self-efficacy groups. Additional measures in the follow-up show the main tenant of this improvements five months later.