Utilización de material cinematográfico como mejora educativa respecto las clases magistrales en entorno universitario
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Date
2024-12-15
Authors
Vázquez-Miraz, Pedro
Fabregues, Sergi
Escalante, Elsa
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Abstract
En un curso universitario de psicología social (N = 146) en Cartagena de Indias
(Colombia) se introdujo un enfoque didáctico utilizando material cinematográfico de alta calidad,
concretamente 12 Angry Men (1957). El estudio pretendía determinar si el visionado de esta
película clásica mejoraría los resultados académicos y la satisfacción de los estudiantes, y
reduciría las tasas de abandono. Este objetivo se abordó mediante una comparación de clases
naturales (dos aulas por semestre) a lo largo de un año y medio. Inicialmente, todo el alumnado
realizó una evaluación de comprensión e interpretación de la película junto con una prueba
de conocimientos (pre-test). En las aulas más pequeñas, se impartieron clases tradicionales
(grupo de control), mientras que, en las aulas más grandes, el curso se impartió utilizando
la película (grupo experimental). Al final de la intervención, se registraron las puntuaciones
académicas y una encuesta de satisfacción de método mixto («post-test»). Los resultados de los
tres semestres mostraron que el alumnado expuesto a la película: (1) presentaba menores tasas
de abandono y (2) proporcionaba comentarios cualitativos más positivos. Además, obtenía mejores
calificaciones académicas y mayores puntuaciones de satisfacción, aunque las diferencias no fueron
estadísticamente significativas. A pesar de las limitaciones de los datos cuantitativos, los resultados
apoyan el uso continuado de material fílmico de alta calidad en el ámbito universitario colombiano
para ilustrar conceptos de psicología social.
A didactic approach using high-quality film material, specifically 12 Angry Men (1957), was introduced in a university social psychology course (N = 146) in Cartagena de Indias (Colombia). The study aimed to determine if viewing this classic film would enhance academic outcomes and student satisfaction, and reduce dropout rates. This objective was addressed through a comparison of natural class (two classrooms per semester) over one and a half years. Initially, all students took a film comprehension and interpretation assessment along with a knowledge test (pre-test). In smaller classrooms, traditional lectures were conducted (control group), while in larger classrooms, the course was taught using the film (experimental group). At the end of the intervention, academic scores and a mixed-method satisfaction survey (post-test) were recorded. Results across three semesters showed that students exposed to the film: (1) exhibited lower dropout rates, and (2) provided more positive qualitative feedback. (In addition, they obtained better academic grades and higher satisfaction scores, although the differences were not statistically significant. Despite the limitations of the quantitative data, the results support the continued use of high quality film material in the Colombian university setting to illustrate social psychology concepts.
A didactic approach using high-quality film material, specifically 12 Angry Men (1957), was introduced in a university social psychology course (N = 146) in Cartagena de Indias (Colombia). The study aimed to determine if viewing this classic film would enhance academic outcomes and student satisfaction, and reduce dropout rates. This objective was addressed through a comparison of natural class (two classrooms per semester) over one and a half years. Initially, all students took a film comprehension and interpretation assessment along with a knowledge test (pre-test). In smaller classrooms, traditional lectures were conducted (control group), while in larger classrooms, the course was taught using the film (experimental group). At the end of the intervention, academic scores and a mixed-method satisfaction survey (post-test) were recorded. Results across three semesters showed that students exposed to the film: (1) exhibited lower dropout rates, and (2) provided more positive qualitative feedback. (In addition, they obtained better academic grades and higher satisfaction scores, although the differences were not statistically significant. Despite the limitations of the quantitative data, the results support the continued use of high quality film material in the Colombian university setting to illustrate social psychology concepts.
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Citation
Vázquez-Miraz, P., Fàbregues, S., & Escalante, E. (2024). The use of cinematographic material as an educational enhancement to lectures in a university environment. Revista De Estudios E Investigación En Psicología Y Educación, 11(2). https://doi.org/10.17979/reipe.2024.11.2.10736.