DIDACTIC MODEL FOR A UNIVERSITY EDUCATIONAL INTERVENTION IN ACCOUNTING AND TECHNOLOGICAL ENVIRONMENTS

Abstract

The difference between the expected academic performance and that one achieved by students is significant. The importance of the relationship between teaching, learning, the use of technology and academic performance is given due to the impact that the latter has on the human development of countries, its relevance on the public agenda and, at the same time, due to the lack of visibility, the scientific indifference and the local importance of this topic. Accordingly, the aim of this research is to empirically verify the effectiveness of the didactic model proposed. The approach of this research project is consistent with the constructivist parading and student-centered learning theories. The institutional anchoring has justified the use of non-probabilistic methods of sample population selection and random extraction of the accepting sample which consisted of 118 students (60.17% women), M = 21.08 years, (SD = 3.76), who attended classes at the UNNE School of Economic Sciences in 2017. The methodological design is mainly explicative, correlational, quasi experimental and descriptive by means of survey; it also makes use of questionnaires, in fieldwork. The results obtained allowed us to state that the Semi Distance Education Course, as a teaching strategy, has an impact on the academic performance which was measured by marks, that the socio-technological aptitude is a socially built and valued knowledge that cannot be observed in traditional exams, and that this Semi Distance Education Course is a shared achivement. Finally, it can be said that the choices and the appreciations made by the students showed that the decisions taken by the instructors’ team.