INQUIRY-BASED LEARNING AND COLLABORATIVE WORK IN UNDERGRADUATE STUDENTS

Abstract

Objetive: The objective of the research was to establish the relationship between Inquiry Based Learning (hereafter IBL) and collaborative work in university students.   Method: The research methodology corresponds to a quantitative experimental approach, with a cross-sectional design. The population consisted of 279 students of the Science, Technology and Environment Studies Program (STE) of the Faculty of Educational Sciences (FCEDUC) of the National University of the Altiplano (UNA) Puno, whose sample consisted of 162 students selected by means of a probabilistic sampling, to which the questionnaire was applied, which allowed determining the relationship between the study variables.   Results: The results showed that there is a relationship according to Spearman's coefficient rho = 0.521** which is a positive correlation.   Conclusions: Concluding that if students work in teams with the IBL strategy, they could better develop their competencies and capabilities.   Originality/value: The implementation of this strategy is crucial to enhance meaningful learning in students in relation to the focus on Inquiry-Based Learning and collaborative work.