Neuroeducational Influence of Brain Matters on the Technical Intelligence of University Students at a Peruvian Public Institute

Abstract

The study aimed to test the influence of the Brain Matters neuroeducational approach  on the technical intelligence of students in a Peruvian public high school. A quantitative approach was used, at the explanatory level, with a quasi-experimental design of non-equivalent groups, consisting of a control group and an experimental group, with post-intervention measurement. The sample was made up of 60 students from academic period II of the specialty of heavy machinery maintenance. The data collection technique was performance analysis and the instrument was a checklist structured according to dimensions of technical intelligence: cognitive-technical, procedural and problem solving. Descriptively, the experimental group showed a higher proportion of students with achieved competencies, the use of techniques with more operational precision, better ability to examine failures and suggest solutions in practical situations, as well as superior performance in the execution of technical procedures. In short, the Brain Matters methodology benefits the integration of procedural execution, cognitive processes and problem solving. Additionally, it enables the application of neuroeducational strategies to support the methodological fact of higher technical education.