Super Learning as a Strategy to Improve of Teaching Practice in Higher Education Institutions in Engineering

摘要

Objective: To measure the Knowledge in Super learning of the professors of the civil engineering program at the Rafael Urbanite University municipality of Maracaibo-Zulia state (Venezuela). Methods/Statistical Analysis: The statistical method used in the present investigation was "Inferential Statistical". The T-Students test, with a significance level of 0.01 (α = 1%), was evaluated to make the comparative analysis between the difference of the arithmetic mean of the group of professors under study. To quantify the Knowledge of Super learning of professors, each scale of the instrument used (achievement test designed by Marzol) was assessed separately and its score corresponds to the sum of each scales that comprise it. This assessment was made before and after applying the professor awareness program (psychoeducational program). Findings: The results indicate that there is a statistically significant difference (t = 29,580) between the mean of the scores obtained by the groups of professors in study in knowledge of Super learning, before and after applying awareness program to professors. In the same way, the results show that teachers increased their knowledge of Super learning from 3.94 (Low) to 11.4 (medium) points, according to the interpretative classification of Marzol as a result of the psychoeducational program used in sensitization. Application/Improvements: By sensitizing university′s professors respect benefits of super learning, it is possible that applying this strategy of improving teaching practice at the institutions of engineering education, passive students become active students thus achieving decrease the graduation times of the students. This will allow the new professionals, scientists and innovators of the future to integrate more easily into the economic and technological dynamics of the new century.