How the Design and Assessment of Instruction/Learning Strategies Influence the Academic Performance of Civil Engineering Students at Universidad Industrial De Santander, Colombia

Abstract

This paper discusses the findings and experiences drawn from a study on the design of content and instruction strategies for an introductory course in construction management at the Universidad Industrial de Santander in Colombia. The research aimed at boosting the students’ performance through the assessment of instruction strategies and course content that can match the education demands needed to support the economical and social development of the country. The study adopted a sequential and exploratory research design with a longitudinal approach. The researchers found that Colombian students prefer courses that combine theory with practice in class, such as workshops, as instruction strategies. In addition, the results showed a degree of improvement in the academic performance of the students. Such improvement was statistically significant with a higher average level of academic achievement and a more consistent achievement of learning outcomes among the enrolled students.