Influence of Traditional and Active Methodologies on Student Motivation in Physics I

Abstract

Student motivation and academic retention represent one of the main critical challenges in higher education, especially in physics courses. Consequently, the predominance of rote learning methodologies and the limited importance that teachers place on didactic transposition limit innovation and creativity among students taking Physics I in the civil engineering program. Therefore, this study analyzes the influence of traditional and active methodologies, with an emphasis on Problem-Based Learning (PBL), on the motivation of Physics I students, examining how teaching practices affect this motivational factor. A mixed approach was applied, collecting quantitative data through a student survey and qualitative data through interviews with teachers of this subject and degree program. The findings showed that students show greater interest and commitment to active methods such as PBL, collaborative work, and the use of educational technologies. It was also found that PBL, integrated with practical activities, promotes the connection between theory and practice. Therefore, it is recommended that PBL be further incorporated as a fundamental teaching method for the subject.