Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru

Purpose: Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru. Design/methodology/approach: The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis. Findings: The study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades. Originality/value: This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.