Improving Study Habits of Undergraduate Students that Failed a First Semester Course

Authors

DOI:

https://doi.org/10.4067/S0718-73782017000100013

Keywords:

Educational innovations, Educational strategies, Slow learners, Student evaluation, Dropping out

Abstract

Undergraduate students who failed a course in the first semester 2014, and took an intensive course in July 2014, achieved a better academic performance than a group that failed a course in the first semester 2013 and repeated the regular course in the first semester 2014. The intensive course stimulated new study habits and their professors generated the interactive learning activities that are used in a "flipped class". This article analyzes comments made by students about the time spent preparing their participation in class, identifying doubts and eventually solving them. In addition, students commented on positive and negative aspects of the intensive course. Most students said the flipped class had improved their study habits with respect to the traditional classroom. The university will follow up the academic performance of both groups in the next two years to check whether the positive effect of changes in habits reported by students is maintained over time.

Author Biographies

Ernesto Schiefelbein, Universidad Autónoma de Chile

Enseña en Programas de Doctorado en Educación y es Investigador en Educación en la Universidad Autónoma de Chile (UA). Obtuvo su Ed. D. en Harvard University después de obtener en Chile sus títulos de Profesor e Ingeniero Comercial. Ha sido Director de la Oficina Regional de Educación de la UNESCO para América Latina y el Caribe y Educational Economist en el World Bank en Washington. Es autor o coautor de Learning to educate: proposals for the reconstruction in Developing cuntries (Unesco, 2017); “Projekt Erziehung. Ein Lehr–und Lernbuch (Ferdinand Schoningh, Germany, 2008); Universalization of Primary Education in Latin America (Institute of Developing Economics, Japan, 2007); Improve Teaching Methods or Perish, (Springer, Netherlands, 2005); Repensar la Educación, (Universidad Javeriana, Bogotá, 2005).

Alberto Lecaros, Universidad Metropolitana de Ciencias de la Educación

Doctor en Educación de la Universidad Metropolitana de Ciencias de la Educación (2016). Magister en Educación de la Universidad de Chile (2010). Especialista en evaluación de proyectos por la Universidad de Chile (1995). Ingeniero en Administración Agroindustrial de la Universidad Tecnológica Metropolitana (1989). Enseña enseña el Taller de Ciencia y Tecnología como profesor titular en la Universidad Tecnológica Metropolitana de Chile. Investigador del Programa de Innovación en Ciencia y Arte PICALAB Universidad Metropolitana de Ciencias de la Educación. Administrador del Sistema de Monitoreo y Evaluación del Desempeño Profesional UMCE.

Published

2017-05-15

How to Cite

Schiefelbein, E., & Lecaros, A. (2017). Improving Study Habits of Undergraduate Students that Failed a First Semester Course. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 11(1), 213–224. https://doi.org/10.4067/S0718-73782017000100013