The use of the socio-cognitive humanistic paradigm and its relationship with the quality of mathematics teaching in engineering programmes
El empleo del paradigma socio cognitivo humanista y su relación con la calidad de la enseñanza de las matemáticas en programas de ingeniería
A utilização do paradigma humanista sociocognitivo e a sua relação com a qualidade do ensino da matemática nos cursos de engenharia
| 2025 | |
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aprendizaje desarrollo integral enseñanza en ingeniería estrategias pedagógicas metodologías educativas learning integral development engineering education pedagogical strategies educational methodologies aprendizagem desenvolvimento integral ensino de engenharia estratégias pedagógicas metodologias educacionais |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4039
http://hdl.handle.net/20.500.11968/7639 |
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| Acceso abierto |
| Sumario: | The socio-cognitive humanistic paradigm is a novel approach to improving mathematics education in engineering programmes by integrating cognitive, social, and emotional processes that promote meaningful and applicable learning. However, the prevalence of traditional methods restricts its adoption and hinders the connection between theoretical knowledge and practical application, which is crucial for professional development. This study aimed to examine the relationship between academic performance in mathematics and the use of strategies based on the socio-cognitive humanistic paradigm, as well as students' perceptions of instructional quality in engineering programmes. A quantitative correlational and descriptive approach was employed, measuring variables such as the implementation of the paradigm and instructional quality. ANOVA, linear regression, and descriptive statistics were used to analyse the data. The results show a very strong positive correlation (R = 0.833) between the variables under study. The regression model explains 69.4% of the variability in the socio-cognitive humanistic paradigm (R² = 0.694), exhibiting a statistically significant fit (p < .001). ANOVA confirmed that instructional quality significantly predicts paradigm adoption, while the Durbin–Watson statistic (2.101) confirmed the independence of residuals. In conclusion, the socio-cognitive humanistic paradigm improves both academic performance and students' perception of teaching quality. Its implementation requires overcoming challenges in curriculum design and teacher training. |
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