Efectos del modelo TRIAL Classroom en el autoconcepto, el rendimiento académico, la motivación intrínseca y en el aprendizaje basado en competencias

Abstract

The objective was to analyze the effects of the TRIAL Classroom model on academic self-concept, academic performance, intrinsic motivation and learning based on students’ key competences in a multicultural context. An intra-group quasi-experimental design was carried out with non-probabilistic sampling. 10 students (5 boys and 5 girls) participated in the fourth year of primary education at a public school in the Region of Murcia (M = 9.22, SD = .44). Two didactic units were implemented under the premises of the model in which contents of natural sciences and Spanish language and literature were addressed. The results showed significant improvements between pretest and posttest in the four basic competences addressed, intrinsic motivation and participation, as well as in the qualifications of both subjects. Likewise, significant differences were found in autonomy and personal initiative based on gender in women.