Statistical significance between student motivation, traditional teaching and problem-based learning strategy

摘要

The association between student motivation, traditional teaching and problem-based learning was analyzed in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016. The motivation was evaluated using the instrument designed by Lindner et al (1993) called "Inventory of Self-Regulation of Learning" (Cronbach's Alpha = 0.90). The academic teaching strategy:Problem-based learning was assessed using two (2) questionnaires.The first one evaluates the sessions of the Learning based on problems,tutor-student related to the evaluation of student performance in tutorial sessions. This instrument was validated by Valle et. al (1999) in Martínez (2007) (Cronbach's Alpha = 0.96), the second, evaluates the students' perception of their tutor through the evaluation scale of essential elements of tutor performance, designed by Dolmans, Wolfghagen and Snellen Belendong (1994) (Cronbach's Alpha = 0.87), which evaluates the tutor's performance and competence. The traditional teaching strategy was evaluated using the CEMEDEPU questionnaire designed and validated by Gargallo et. al (2011) which was modified for the research requirements and validated by Alfa de Cronbach which yielded a value of 0.87. For the relationship analysis, the variables were crossed and the bar diagrams and the 2x2 contingency tables were constructed applying the Chi-Square independence test. The results indicate that there is a significant degree of statistical significance (p <0.05) between student motivation and problem-based learning strategy (p = 0.024) at a confidence level of 95%.