Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives
Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in l...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/3/255 |
| _version_ | 1797241398601187328 |
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| author | Gilberto Huesca Adriana Rodríguez-Rosales Vianney Lara-Prieto Maria Ileana Ruiz-Cantisani Joaquín Acevedo |
| author_facet | Gilberto Huesca Adriana Rodríguez-Rosales Vianney Lara-Prieto Maria Ileana Ruiz-Cantisani Joaquín Acevedo |
| author_sort | Gilberto Huesca |
| collection | DOAJ |
| description | Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs. |
| first_indexed | 2024-04-24T18:22:42Z |
| format | Article |
| id | doaj.art-b3181ed7db1a49ec9ad8d253762553e3 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-24T18:22:42Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b3181ed7db1a49ec9ad8d253762553e32024-03-27T13:34:20ZengMDPI AGEducation Sciences2227-71022024-02-0114325510.3390/educsci14030255Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender PerspectivesGilberto Huesca0Adriana Rodríguez-Rosales1Vianney Lara-Prieto2Maria Ileana Ruiz-Cantisani3Joaquín Acevedo4School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, MexicoActive learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs.https://www.mdpi.com/2227-7102/14/3/255educational innovationchallenge-based learninghigher educationstandardized testsengineeringgender perspective |
| spellingShingle | Gilberto Huesca Adriana Rodríguez-Rosales Vianney Lara-Prieto Maria Ileana Ruiz-Cantisani Joaquín Acevedo Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives Education Sciences educational innovation challenge-based learning higher education standardized tests engineering gender perspective |
| title | Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives |
| title_full | Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives |
| title_fullStr | Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives |
| title_full_unstemmed | Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives |
| title_short | Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives |
| title_sort | effectiveness of challenge based learning in undergraduate engineering programs from competencies and gender perspectives |
| topic | educational innovation challenge-based learning higher education standardized tests engineering gender perspective |
| url | https://www.mdpi.com/2227-7102/14/3/255 |
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