Mathematical and Statistical Analysis of Academic Performance in Engineering Students under Active Methodologies
DOI:
https://doi.org/10.63969/z099ax11Keywords:
active methodologies, engineering, academic performance, statistical analysis, collaborative learning, educational innovationAbstract
The development of active methodologies in higher education has significantly transformed teaching and learning processes in engineering programs, fostering more participatory, dynamic, and student-centered academic environments. This research aimed to analyze the academic performance of engineering students through mathematical and statistical approaches applied to active learning methodologies. The study was conducted under a qualitative-documentary methodology based on a systematic literature review using the PRISMA protocol. Scientific research published between 2019 and 2026 in indexed databases such as Scopus, Web of Science, ERIC, and Google Scholar was analyzed. The results showed that active methodologies such as problem-based learning, flipped classroom, collaborative learning, and gamification generate significant improvements in academic performance, critical thinking, problem-solving skills, and student participation within engineering programs. Likewise, several statistical studies reported increases ranging from 18% to 35% in academic indicators when active strategies supported by technological tools and analytical models are implemented. However, limitations related to teacher training, resistance to methodological change, and insufficient technological infrastructure were also identified. Finally, it is concluded that active methodologies represent fundamental pedagogical strategies for strengthening engineering education through more interactive, analytical, and interdisciplinary educational processes.
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Copyright (c) 2026 Erika Gissella Vera Benitez , Anthony Joao Ortega Bastidas , José Aníbal Angulo De León , Blanca Romina Barcia Rivera (Autor/a)
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