INSTRUCCIÓN PERSONALIZADA: ANALISIS EXPERIMENTAL DE LA CONDUCTA ACADÉMICA DE UNIVERSITARIOS AVANZADOS
Abstract
El presente trabajo intenta analizar, a lo largo de tres estudios, la influencia de la programación de contingencias académicas, mediante variaciones del sistema Keller (Sistema de Instrucción Personalizada), sobre la conducta académica --su ritmo y rendimiento-de estudiantes universitarios avanzados. El Estudio I se centró en la consideración del ritmo y su estabilidad como una función del momento de iniciación de la tarea académica. El Estudio II permitió algunas conclusiones tentativas sobre el valor de la programación de objetivos evaluables a corto plazo y su influencia en la estabilización del ritmo académico. Este estudio permite también sopesar la importancia del monitoreo sobre el rendimiento académico, así como el efecto facilitador de la asistencia a los grupos de discusión, sobre la aprobación de los controles de lectura. El Estudio III, estableció la importancia de utilizar recursos motivacionales específicos para garantizar una buena respuesta de parte de los estudiantes. En el mismo estudio se demuestra igualmente una relación directa entre el auto-monitoreo (como observación sistemática de la propia conducta académica) y el rendimiento en los estudios. Un último estudio, permitió conocer la opinión que tenían los estudiantes que participaron en los cursos, sobre los procedimientos generales adoptados en el plan instruccional.
The aim of the present paper was to analyze, through three different studies, the influence of contingency management (variations of Keller`s Personalized Instruction System) upon the academic behavior -its rhythm and proficiency-of advanced university students. The first study was centered in the rhythm and stability of academic performance as a function of the moment in which tha task begins. The second study allowed some conclusions related to the relevance of assessing short term objectives and its influence upon the stabilization of academic rhythm. This study also informed about the importance of monitoring practice with regard to students proficiency, as well as the facilitating effects of attending to discussion sessions upon subsequent evaluation controls. The third study stresses the importance of certain motivational resources to warrant an adequate student academic response. In this study, it was also possible to demonstrate a direct relationship between the self monitoring process (as a systematic observation of own academic behavior) and efficiency. Finally, the author was also concerned with the opinion of those students who participated in the personalized course, concerning the general procedures adopted during the instructional process.
The aim of the present paper was to analyze, through three different studies, the influence of contingency management (variations of Keller`s Personalized Instruction System) upon the academic behavior -its rhythm and proficiency-of advanced university students. The first study was centered in the rhythm and stability of academic performance as a function of the moment in which tha task begins. The second study allowed some conclusions related to the relevance of assessing short term objectives and its influence upon the stabilization of academic rhythm. This study also informed about the importance of monitoring practice with regard to students proficiency, as well as the facilitating effects of attending to discussion sessions upon subsequent evaluation controls. The third study stresses the importance of certain motivational resources to warrant an adequate student academic response. In this study, it was also possible to demonstrate a direct relationship between the self monitoring process (as a systematic observation of own academic behavior) and efficiency. Finally, the author was also concerned with the opinion of those students who participated in the personalized course, concerning the general procedures adopted during the instructional process.
Description
Vol. 7, No. 1