University of Almeria (SPAIN)
About this paper:
Appears in: ICERI2022 Proceedings
Publication year: 2022
Pages: 7949-7952
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.2041
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
Various national and international reports, such as the Program for International Student Assessment (PISA), annually confirm the high rates of failure at school among teenagers. In this context, failure at school is understood as the non-completion of compulsory studies by students. However, this problem is not reduced or eliminated at university, since it is common to find students who are not motivated by the chosen degree and that ultimately results in the abandonment of the university degree chosen. It is vitally important to mention that education has evolved from a traditional format of face-to-face classes in its entirety, to other models such as hybrid education that combines face-to-face with virtual classes or 100% virtual education. Hence, the teacher must have a wide variety of methodologies to ensure the cognitive growth of students at all times from an encouraging perspective.

Throughout the learning process, various stages are identified in students, such as motivation, interest, attention, acquisition, understanding, assimilation and application of concepts (Yanez, 2016). In this sense, keeping students active in their intellectual growth generates a high degree of satisfaction on their part, since it allows them to become the protagonists of their own learning. Hence, active methodologies emerge as a tool to encourage students to learn and think actively, autonomously and critically.

This research has been carried out on a group of students belonging to the degree in Business Administration and Management at the University of Almeria. The period in which this analysis has been carried out was the entire duration of a subject, since the final objective was to know if the students felt motivated to pass the subject and, as a consequence, absenteeism decreased. The active methodologies introduced were Wooclap, Kahoot, Educaplay, activities on project-based learning and activities on peer learning.

Among the results obtained, we can highlight:
• The reduction in absenteeism,
• The increase in participation or the interest in increasing the knowledge dealt with in the sessions.

In addition, the evaluations have indicated:
• An increase in the percentage of passes in the periodic self-assessments
• An increase in the percentage of passes in the final exams of the subjects.

Finally, after concluding the teaching work with the selected study group, the results of teaching quality submitted reflect the aforementioned through a higher score than the average and some inspiring comments from the students.
University education, active methodologies, motivation, teaching innovation.