El aprendizaje autodirigido y la enseñanza de la Estadística para mejorar el desempeño de los estudiantes
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study evaluated the effectiveness of self-directed learning in improving the performance of university students in Statistics, specifically in the unit on measures of dispersion, within the framework of the transition from a traditional teacher-centered model to a student-centered approach. A quasi-experimental design was applied with 80 Business Administration students (aged 20–25) from a private Ecuadorian university, divided into an experimental group (40 students with self-directed learning) and a control group (40 students with traditional methodology). The content was organized into three self-instructional modules (range, variance, and standard deviation) based on GAISE recommendations, with integrated formative assessments, and performance was measured through a project using real data and a multiple-choice test. Results showed that the experimental group achieved a mean score of 38.54 compared to 34.20 for the control group, representing a 12.7% improvement; the Student’s t-test indicated statistically significant differences (t = 3.21, p = 0.002), leading to the rejection of the null hypothesis. It is concluded that self-directed learning significantly enhances performance in Statistics by fostering student autonomy, metacognitive skills, and deep conceptual understanding, thereby supporting the implementation of student-centered educational models and providing empirical evidence for their adoption in university Statistics courses.
Source: Un Espacio para la Ciencia
Author: Jorge Flores Herrera
Institution: Universidad Técnica de Manabí
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4415327335