APPLICATION OF COOPERATIVE LEARNING TECHNIQUES AND WITH STUDENT COACHES IN THE CAREER OF INDUSTRIAL ORGANIZATION ENGINEERING MIXED MODALITY

Abstract

Adults who enter university careers in mixed modality in Mexico present differences in age, work experience, technical knowledge and years away from educational institutions. This diversity, coupled with the use of behaviorist learning methods acquired over time, can negatively affect their academic performance. As a possible solution to this problem, in this study, cooperative learning techniques and educational peer coaching were applied with an experimental group of students of Probability and Statistics in Industrial Organization Engineering. The performance results of this group were compared with those of a control group that received the subject under the traditional teaching model.
The research approach was quantitative with a descriptive scope, where, through a written exam and a project exam, the academic performance of the students was measured as a dependent variable. The type of teaching technique was established as an independent variable. A quasi-experimental pretest-postest design was used with a non-equivalent control group. Participants were selected through intentional non-probability sampling. A Two-sample T-test with a confidence level of 90% was applied to test the hypothesis, a value of p=0.730 was obtained with the results of the written exam and p=0.158 with the results of the project exam. Based on the hypothesis test, it was concluded that the application of the cooperative learning technique and educational coaching produces the same academic performance results as the traditional teaching technique in the population of the study.