Mejora del rendimiento en Ingeniería a través de blended-learning
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2014Abstract
This investigation was carried out at the School of Advanced Architectural Engineering at the University of Seville with students registered in Materials Science in Architectural Engineering. We aimed to analyse if significant statistical differences exist in academic results when students receive teaching via face-toface or blended learning methods to be able to adequately design new undergraduate teaching methodologies. The 212 students who make up the sample are those who receive both methods of teaching The design was preexperimental using only one group with pre-test and post-test as well as using descriptive and correlational methods as resources. The results indicate that statistically significant results exist in favour of blended learning.
This investigation was carried out at the School of Advanced Architectural Engineering at the University of Seville with students registered in Materials Science in Architectural Engineering. We aimed to analyse if significant statistical differences exist in academic results when students receive teaching via face-toface or blended learning methods to be able to adequately design new undergraduate teaching methodologies. The 212 students who make up the sample are those who receive both methods of teaching The design was preexperimental using only one group with pre-test and post-test as well as using descriptive and correlational methods as resources. The results indicate that statistically significant results exist in favour of blended learning.
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