Profundidad vs. Superficialidad: un análisis de los enfoques de aprendizaje en estudiantes de administración de empresas de la UMSA
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Edu. Sup. Rev. Cient. Cepies
Abstract
En un mundo donde el aprendizaje se ha convertido en la clave para el éxito académico y profesional, entender cómo los estudiantes abordan este proceso es más importante que nunca. Este estudio analiza los enfoques de aprendizaje adoptados por estudiantes universitarios de la carrera de Administración de Empresas en la Universidad Mayor de San Andrés (UMSA), evaluando cómo realizan sus tareas y cómo esto influye en su aprendizaje. Se utilizó un enfoque cuantitativo con un diseño no experimental de corte transversal y alcance descriptivo, incluyendo a 252 estudiantes que cursaron la asignatura de "Liderazgo" en el primer semestre de 2024. La recolección de datos se llevó a cabo mediante una encuesta utilizando el cuestionario RSPQ-2F, que evalúa los enfoques de aprendizaje a través de 20 preguntas. Los hallazgos muestran que el 53,35% de los estudiantes adoptan un enfoque profundo de aprendizaje, mientras que un 46,7% opta por un enfoque superficial. Esta tendencia puede estar influenciada por la presión académica y la naturaleza de las tareas. Los estudiantes con un enfoque profundo valoran la conexión entre el aprendizaje y su aplicación práctica, mientras que los que adoptan un enfoque superficial tienden a cumplir con los requisitos mínimos. Aunque es alentador que una mayoría de estudiantes adopte estrategias profundas, la significativa presencia de enfoques superficiales resalta la necesidad de intervenciones educativas que fomenten métodos de aprendizaje más efectivos, apoyando el desarrollo de motivos profundos y estrategias activas para el éxito académico y personal de los estudiantes.
In a world where learning has become the key to academic and professional success, understanding how students approach this process is more important than ever. This study analyzes the learning approaches adopted by university students studying Business Administration at the Universidad Mayor de San Andrés (UMSA), evaluating how they carry out their tasks and how this influences their learning. A quantitative approach was used with a non-experimental cross-sectional design and descriptive scope, including 252 students who took the subject of "Leadership" in the first semester of 2024. Data collection was carried out through a survey using the questionnaire RSPQ-2F, which evaluates learning approaches through 20 questions. The findings show that 53.35% of students adopt a deep approach to learning, while 46.7% opt for a surface approach. This tendency may be influenced by academic pressure and the nature of the tasks. Students with a deep approach value the connection between learning and its practical application, while those who take a surface approach tend to meet the minimum requirements. Although it is encouraging that a majority of students adopt deep strategies, the significant presence of surface approaches highlights the need for educational interventions that encourage more effective learning methods, supporting the development of deep motives and active strategies for students' academic and personal success.
In a world where learning has become the key to academic and professional success, understanding how students approach this process is more important than ever. This study analyzes the learning approaches adopted by university students studying Business Administration at the Universidad Mayor de San Andrés (UMSA), evaluating how they carry out their tasks and how this influences their learning. A quantitative approach was used with a non-experimental cross-sectional design and descriptive scope, including 252 students who took the subject of "Leadership" in the first semester of 2024. Data collection was carried out through a survey using the questionnaire RSPQ-2F, which evaluates learning approaches through 20 questions. The findings show that 53.35% of students adopt a deep approach to learning, while 46.7% opt for a surface approach. This tendency may be influenced by academic pressure and the nature of the tasks. Students with a deep approach value the connection between learning and its practical application, while those who take a surface approach tend to meet the minimum requirements. Although it is encouraging that a majority of students adopt deep strategies, the significant presence of surface approaches highlights the need for educational interventions that encourage more effective learning methods, supporting the development of deep motives and active strategies for students' academic and personal success.
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Vol. 11, No. 2