Abstract

The main objective of this research study was to evaluate the impact of an intra-curricular intervention on the strategies and beliefs of disposition to study in engineering students. A program of 12 sessions of 20 minutes was applied by professors teaching the subject Calculus I. An experimental design randomized by conglomerates with a control and an experimental group was used, with pre and post intervention measurements. The type of sampling was no-probabilistic in five engineering careers. Four sections with 117 students were assigned randomly to the experimental group and three sections with 97 students were assigned to the control group. Using mixed linear models, the results showed better indicators in the experimental group for the nine dependent variables in the study. It is concluded that the intervention is effective to enhance the disposition to study in engineering students.