Neurodidactic strategies in learning the methodology of university work in undergraduate students

• Autor: Huamán De La Cruz, Alejandro Máximo
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Nacional de San Cristobal de Huamanga
• Repositorio: Revistas - Universidad Nacional de San Cristobal de Huamanga
• Lenguaje: español
• OAI Identifier: oai:ojs2.localhost:article/430
• Enlace del recurso: http://revistas.unsch.edu.pe/index.php/educacion/article/view/430
• Nivel de acceso: acceso abierto
• Materia: estrategias; neurodidáctica; aprendizaje; metodología del trabajo universitario; strategies; neurodidactics; learning; methodology of university work

The general objective of the research was to demonstrate the influence of neurodidactic strategies on learning the methodology of university work in undergraduate students. Ayacucho, 2021. The study was approached from the quantitative approach, applied type, pre-experimental design with pre- and post-test prior intervention, applied to a single sample of 138 students from the 100 series of the Professional School of Law of the National University of San Cristóbal de Huamanga corresponding to the academic semester 2021-I. The research techniques were experimentation and testing; as well as, the experimental material and the pedagogical test were the instruments. The validity of the instrument was developed through expert judgment; while, the reliability of the instrument was developed in a pilot sample of 10 students valued with the Cronbach's Alpha coefficient (.983 excellent level). The data was processed with the SPSS-V26 software; whose result shows that when comparing the means before (7.89) and after (16.40) the experiment, there is a difference of 8.51 points in learning the methodology of university work. Likewise, in percentage terms in the pre-test, 76.8% of the students failed; while, after the experimental (posttest), 54.3% of the students achieved a very good grade. In this sense, it is concluded that: the application of neurodidactic strategies significantly influence the learning of the methodology of university work in undergraduate students (p = 0.000 < 0.05). (Z = -10.248b; p = 0.000 < 0.05).