Factors Influencing Faculty Use of Active Learning Strategies in Engineering and Computing: A Study in a Peruvian University

Instructors employ a variety of teaching and learning strategies in the classroom. While traditional lectures remain a common method of instruction, many educators are incorporating active learning strategies into their teaching practices. Research has consistently demonstrated the advantages of active learning over traditional teaching methods. However, despite the evidence supporting its effectiveness, active learning may face student and teacher resistance. This paper presents a study conducted at a Peruvian university to investigate the factors that can influence the use of active learning strategies among professors of undergraduate computing and engineering programs. The lecturers filled out a questionnaire in which they had to report the frequency of use of different learning strategies, their beliefs about the effectiveness of the strategies, and their perception of self-efficacy in activities related to them. The results show that the frequency of use of non-active learning strategies, such as lectures or demonstrations of how to solve problems, is very high; however, it can also be observed that the use of active learning strategies, such as individual or group work, is relatively high. A strong positive correlation was found between the frequency of using learning strategies (both passive and active) and lecturers' beliefs in the effectiveness of those strategies, as well as their perceived self-efficacy in implementing them effectively.