O EFEITO DA APRENDIZAGEM COMBINADA BASEADA EM PROBLEMAS E DA AUTONOMIA DE APRENDIZAGEM NOS RESULTADOS DE APRENDIZAGEM DOS ALUNOS EM CONTABILIDADE
DOI:
https://doi.org/10.18316/rcd.v16i41.11512Palavras-chave:
Aprendizagem combinada, Autonomia de aprendizagem, Resultados de aprendizagemResumo
O objetivo deste estudo foi investigar o efeito da aprendizagem combinada baseada em problemas e da autonomia de aprendizagem nos resultados de aprendizagem dos alunos. Neste estudo, foi adotada uma abordagem quantitativa na forma de um projeto quase experimental. Sessenta alunos que frequentavam aulas de contabilidade foram selecionados como amostra de pesquisa por meio de uma técnica aleatória simples. Os dados foram obtidos por meio de observações, pesquisas e testes. Os instrumentos de estudo foram fichas de observação, questionários e testes de múltipla escolha. Os dados foram analisados de forma descritiva e inferencial com o auxílio do SPSS 25. As descobertas revelaram que; 1) há um resultado de aprendizagem diferente obtido pelos alunos ensinados com a aprendizagem combinada baseada em problemas e os alunos ensinados com a aprendizagem convencional; 2) há um efeito interativo entre a aprendizagem combinada baseada em problemas e a autonomia de aprendizagem nos resultados de aprendizagem dos alunos; 3) os alunos com alta autonomia de aprendizagem ensinados pela aprendizagem combinada baseada em problemas superam os alunos ensinados pelo método convencional; 4) os alunos com baixa autonomia de aprendizagem ensinados pelo método convencional superam os alunos ensinados pela aprendizagem combinada baseada em problemas. Essas descobertas implicam a implementação da aprendizagem combinada baseada em problemas no aprimoramento dos resultados de aprendizagem dos alunos por meio da autonomia de aprendizagem.
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