Teaching strategies and the development of cognitive skills in engineering students

Abstract

The development of cognitive skills constitutes a fundamental pillar in the training of engineering students, given its impact on meaningful learning and on academic and professional performance. In this context, the objective was to analyze the relationship between teaching strategies and the development of cognitive skills in engineering students. The research was conducted using a quantitative approach, with a non-experimental design and a correlational scope. The sample consisted of engineering students selected thru non-probability convenience sampling. For data collection, a structured questionnaire with a Likert-type scale was used, validated thru expert judgment and exhibiting adequate levels of reliability. The data analysis included descriptive and inferential statistics, with Spearman’s correlation coefficient employed in accordance with the data distribution. The results demonstrate a positive and statistically significant relationship between teaching strategies and the development of cognitive skills, highlighting a stronger association of active methodologies with higher-order skills such as critical thinking and logical reasoning. It is concluded that teaching strategies oriented toward active learning constitute a relevant pedagogical factor for strengthening cognitive skills in the training of engineering students.