Keywords
orality
writing
understanding
How to Cite
Abstract
Research design is quasi-experimental, field, with four longitudinal assessments for two groups (one experimental and one control) of students with irregularity student. Intervention, learns listen-think-write (lltw) method. Population, 488 students. With a sample conditioned (students with irregular registration) of 170 students from two university careers of accounting and administration, both manner, 24.3 years old. Material, Raven’s Progressive Matrices test and Learning strategies ACRA test. The impact obtained by the intervention (LLTW) was 23%, significant difference between follow-up evaluation 6 and 12 months. Regarding the improvement of learning skills in post-test measurement showed a general increase in average by 28%. Also it is necessary to say, the decline was failed subjects in the two groups evolving 12 months in control group was 3 to 4 and the experimental group was 1 to 2.© 2018, Facultad de Contaduría y Administración, Universidad Nacional Autónoma de México. All rights reserved. Publication of the article implies full assignment of property rights (copyright) in Journal of Contaduría y Administración. The publication mreserves the right to total or partial reproduction of the work in other print, electronic or any other alternative means, but always recognizing its responsibility.
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