Participatory Methodology, from Induction, for Academic and Socio-culturally Disadvantaged College Students


Rodrigo Ramirez-Tagle

Universidad de Aconcagua, Chile

Claudio Ruff

Universidad Bernardo O´Higgins, Chile

Jaime Ocaranza-Ozimica

Teveuci Home Care, Chile


To improve the performance of academic and socio-culturally disadvantaged students using a learning strategy based on a mediated tutorial e-MEIK (evaluation model integrated into the Kinesiology program), from induction to research, in an undergraduate program (physical therapy) at Universidad Bernardo O’Higgins, a socially inclusive university located in Santiago de Chile. The learning strategy focuses on different research goals to be developed by students and was implemented due to the poor academic results of the first-year students. This model, with 267 student participants, used Problem-Based Investigation (PBI) where each group integrated the subjects they studied together with their professional reality into a final essay and a video. Comparing the students’ pass rates in each academic year (2010-2012) there was a significant improvement (p < .001) showing that students with educational deficiencies at the university entry level can improve their learning strategies and academic achievement. The learning strategy encouraged motivation, achieved specific goals, and impacted students’ performance as well as the development of their own abilities. It was also possible to improve their reading skills, time management, creative potential, and spontaneity to overcome obstacles.

Palabras clave

academic achievement colaborative works diversity disadvantaged students learning strategy

Cómo citar

Ramirez-Tagle, R. ., Ruff, C., & Ocaranza-Ozimica, J. (2022). Participatory Methodology, from Induction, for Academic and Socio-culturally Disadvantaged College Students. RECIE. Revista Caribeña De Investigación Educativa, 6(1), 120–128.


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