Abstract

This research aims to analyze the incidence of methodological innovation in the learning approaches of students enrolled in the commercial engineering degree at the Universidad Catolica del Norte (Antofagasta, Chile). The study uses a quasi-experimental methodological design without a pre-test and with a quasi-control group. A design and implementation of the active methodologies in the administration subject is first generated in two consecutive cohorts. Then, an evaluation is performed using an adapted and validated R-SPQ-2 (Study Questionnaire Process). The results showed a significant increase in the adoption of a deep learning approach between the second cohort students. These students benefited from the planning of active methodologies that were adjusted using the diagnosis from their first experiences. It is concluded that the significant increase observed occurs in the subscale of deep strategy.