Estrategias efectivas para la aprobación de asignaturas en estudiantes de la carrera de Pedagogía de la Actividad Física y Deporte de la Universidad de Cuenca

Abstract

This research analyzes the strategies used by students of the Physical Activity and Sports Pedagogy program (PAFD) at the University of Cuenca to pass their subjects. The study starts from the observation that many students prioritize approval over meaningful learning, which puts in tension the educational models promoted by the institution. The general objective was to understand what strategies are considered effective to achieve approval, especially in theoretical subjects, and what factors condition their use. Through a qualitative-phenomenological approach, 12 students and 8 teachers were interviewed. The analysis, carried out with open and axial coding, combined inductive and deductive approaches. The results of the analysis of student and teacher data show that any strategy that leads to passing, regardless of its formative or ethical value, is considered effective, having a strong inclination towards strategies focused on passing, such as extra work, copying, superficial memorization and the selection of subjects according to their contribution to professional competencies. Students condition their behavior according to the perceived stimuli of the educational environment: type of evaluation, teacher's attitude, perceived difficulty of the subject and external pressure.