Effect of challenge-based learning on academic performance rates in communication degree programs at the European University of Madrid

Abstract

The main objective of the present study is to assess whether the challenge-based learning methodology, applied in communication degree programs at the European University of Madrid, significantly improves academic reference rates of training programs. The sampling type is a census, using a retrospective dynamic cohort approach where two cohorts are compared: 1) students who used the methodology and 2) students who did not. By means of cross-classification tables and the Chi-square statistic, tests are performed to assess whether the use of the challenge-based methodology causes statistically significant differences in academic rates. The results show high evaluation, success, and performance rates. There are statistically significant increases (2% to 23%) in the student group that used the methodology. It is concluded that the challengebased learning methodology has a positive effect on students since it contributes significantly to improving their academic rates.