Abstract

México, as is the case in other countries, has adapted its educational system to learning and evaluation processes intensified by a vast technology-oriented society. Since education has become more readily available to people, it is adamant to ensure its quality. The endpoint of this study is to analyze the benefits of conducting learning assessments through multimodality education among an irregular group and working jointly with students and teachers, potentially reducing the failure rate.

Based on a cross-sectional case study methodology, group interviews and an individual satisfaction questionnaire, learning assessments were performed among a group of 36 Administrative Accounting students majoring in Financial Management stated being discontent with the learning and evaluation process. In order to gauge its impact, students were informed about the tasks to be carried out which included working as a team, distance learning, face-to-face classes, a business-focused research project and self-assessed quizzes based on real case studies, all aimed at motivating learning. According to the results, with multimodal education, group learning improved by 94 %; the student failure rate decreased by 8% and the use of self-regulation and self-evaluation increased by 95%. Multimode education was, thereby, perceived as a learning ally which led to considerable progress in autonomous learning.

Keywords Learning Assessment; Educational Multimodality; Self-regulation; Meaningful Learning; Multimodal Assessment