Estudiantes mejor informados: mejores resultados académicos
Open Access
- 1 January 2017
- journal article
- Published by Servicio de Publicaciones de la Universidad de Murcia in Revista de Contabilidad
- Vol. 20 (1), 47-54
- https://doi.org/10.1016/j.rcsar.2016.03.001
Abstract
ResumenEl presente trabajo de investigación tiene como objetivo analizar la influencia que tiene sobre el rendimiento académico la información recibida por los estudiantes respecto al proceso de evaluación acumulativo por actividades realizadas durante los seminarios activos. Para ello se ha realizado un experimento con 3 condiciones intrasujeto en las que se controla la información disponible para 377 estudiantes. Los resultados obtenidos indican que, cuando se facilita información a los estudiantes sobre el proceso de evaluación, estos realizan un mayor esfuerzo en las actividades de los seminarios activos. También se han encontrado resultados significativos en el impacto que tiene, en las calificaciones finales de los estudiantes, la elección por parte de estos del peso porcentual de los seminarios activos en la evaluación final.AbstractThe present research shows how the information provided to students about the evaluation process influences their academic performance. We ran an experiment with 3 intrasubject conditions in which different information was available by 377 students. Results show that providing information to students implies that they make a greater effort in the active seminars. Finally, we found interesting results regarding the studentś preferences about the seminars final gradingKeywords
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