Use of the Model Canvas as a pedagogical strategy for scientific research in higher education

Abstract

The study analyzed the use of the Model Canvas adapted to scientific research as a pedagogical strategy in higher education. A quantitative approach with a quasi-experimental design was employed, comparing two intact groups of students from administration and marketing programs (N = 40). The experimental group integrated the Model Canvas into the development of the academic research product, while the comparison group followed the traditional methodology. Outcomes were assessed using rubrics that considered product quality, coherence and planning of the research process, and student autonomy and self-regulation. The analysis included descriptive statistics, the Mann–Whitney U test, effect size estimation (Glass’s delta), and a complementary Bayesian analysis. The findings revealed significant differences in favor of the experimental group in product quality and coherence and planning, while no conclusive differences were observed in autonomy. It is concluded that the Model Canvas constitutes an effective pedagogical strategy for improving the structure and quality of research products in higher education.