Percepção do aluno de administração frente estratégias de aprendizagem ativa como inovação ao modelo tradicional de ensino

Abstract

This dissertation presents an analysis of the active learning strategies adopted in the IES Management course in the southern region of Brazil. This work brings the perception of the student about the practices carried out in the classroom that promotes innovation in the teaching-learning process, seeking to contribute to the formation of an administrator capable of performing his duties and prepared to solve organizational problems. As a methodological procedure, a research with a quantitative approach was used. The survey of information for quantitative research was done via survey, in a population composed of 304 students in 6 institutions where active learning strategies are already included in their pedagogical plan. Data analysis was performed using statistical techniques, such as descriptive, multivariate analysis and exploratory factor analysis. Results indicated that students are satisfied with the active methodology classes against traditional methodologies, with an average of 3.89 on a scale of 5. Respondents also understand active methodologies as an innovation (μ4,14) and perceive that learning is higher with the active methodology (μ3,92). With regard to results, students understand that the interaction with colleagues and teachers increases during the application of the active methodologies, with a result of the averages of 4.17 and 4.05, respectively, of the two cases. As implication of these research findings this study contributes to a better understanding of the use of active learning strategies and to confirm that the use of these methods are trends for the promotion of innovation in the forms of education. As a suggestion of future studies, it is recommended the application of this instrument in other HEI and different courses to assess if this perception is still present.