Relationship between instructional planning and engineering students' cognitive skills

Abstract

The diverse teaching strategies and activities implemented in the classroom stem from a process of planning and projection carried out by the teacher. Understanding how this process influences learning and the development of competences is essential for improving educational practice. Therefore, the main objective of this research was to examine the relationship between teaching planning and the development of cognitive skills in university students. The study followed a quantitative approach with a correlational scope and a non-experimental design. The final sample consisted of 175 students enrolled in engineering programs in Lima, Peru, aged between 18 and 42 years (M = 24.87, SD = 5.06). The results indicated a significant, strong positive correlation between teachers’ planning and the development of students’ cognitive skills (r = .642, p < .001, Z = 0.683). Additionally, women scored higher than men in their perception of teaching planning and in critical thinking skills. The group aged 31–42 years showed higher scores in both variables and their dimensions; students who combine work and studies scored higher in cognitive, analytical, and creative skills. No significant differences were found based on the students’ field of engineering. Finally, students in the virtual learning modality scored higher across all variables compared to those in face-to-face and blended learning modalities.