Abstract

This study is aimed at analyzing the effects of using active and participatory methodologies in higher education relating to: 1) the attendance of university students in lectures, 2) the scheduling of the teaching load, and 3) the acquisition and consolidation of knowledge. To this end, a total of 1,079 students studying cost accounting, enrolled in the third year of a business management bachelor’s degree, were monitored for four academic years. Results confirm the improvement of students’ academic performance when using active methodologies, as well as the increase in their interest and motivation towards the subject. In addition, the importance of proper scheduling and coordination of activities is assessed, directed so as to not affect the normal progress of the course and to avoid content saturation at specific times. The conclusion is that the use of active methodologies, in which students assume a fundamental role in the learning process, provides better academic results than conventional methodologies.