Educación Emprendedora para el Desarrollo de la Autoeficacia para el Aprendizaje Autorregulado: estudio comparativo entre técnicas de enseñanza en estudiantes universitarios mexicanos
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Perspectivas
Abstract
La Educación Emprendedora se enfrenta a grandes desafíos. El objetivo principal es comparar técnicas de enseñanza para promover el desarrollo de habilidades en estudiantes mexicanos de pregrado en emprendimiento, para ello se compararon 3 técnicas de enseñanza para desarrollar habilidades: aprendizaje basado en proyectos, gamificación y master class. En la sección de métodos, se propuso un diseño experimental a través de una muestra de estudiantes al azar con la variable dependiente, autoeficacia, y la variable independiente, autorregulación para el aprendizaje. Posteriormente, los datos cuantitativos se recolectaron con una encuesta y se analizaron con análisis factorial y ecuaciones estructurales. Se encontró que el uso del aprendizaje basado en proyectos muestra un impacto en el constructo medido. En la discusión, las técnicas activas favorecen el desarrollo de habilidades, pero no todas las técnicas tienen el mismo impacto en todos los constructos. CLASIFICACIÓN JEL: O310, M130, I230, I200
Entrepreneurship Education faces great challenges. The main objective is to compare teaching techniques to promote skills development in Mexican undergraduate entrepreneurship students, for this purpose, 3 teaching techniques were compared to develop skills: project-based learning, gamification and master class. In the methods section, an experimental design was proposed through a randomized student's sample with the dependent variable, self-efficacy, and the independent variable, self-regulation for learning. Afterward, the quantitative data was collected with a survey and analyzed with factor analysis and structural equations. It was found that the use of project- based learning shows an impact on the measured construct. In the discussion, active techniques favor skills development, but not all techniques have the same impact on all constructs. CLASSIFICATION JEL: O310, M130, I230, I200
Entrepreneurship Education faces great challenges. The main objective is to compare teaching techniques to promote skills development in Mexican undergraduate entrepreneurship students, for this purpose, 3 teaching techniques were compared to develop skills: project-based learning, gamification and master class. In the methods section, an experimental design was proposed through a randomized student's sample with the dependent variable, self-efficacy, and the independent variable, self-regulation for learning. Afterward, the quantitative data was collected with a survey and analyzed with factor analysis and structural equations. It was found that the use of project- based learning shows an impact on the measured construct. In the discussion, active techniques favor skills development, but not all techniques have the same impact on all constructs. CLASSIFICATION JEL: O310, M130, I230, I200
Description
No. 56