Mobile application as a pedagogical strategy to strengthen generic skills in students at the Popular University of Cesar

Abstract

This article presents the results of a study aimed at evaluating the effectiveness of the UPCPRO mobile app as a pedagogical strategy for strengthening generic competencies among students at the Universidad Popular del Cesar. Theoretically, it is grounded in the generic competencies proposed by Poblete and Villa (2007), the SCFRUMM approach by Schwaber and Sutherland (2020), autonomous learning according to Moyano and Spinelli (2020), formative assessment according to Wei and Liu (2024), critical reading based on the contributions of Cassany (2021), and quantitative STEM reasoning by Kaldaras and Wieman (2023). Methodologically, it was framed within a mixed-methods approach, specifically a descriptive quasi-experimental design. The technological development was based on the Scrum methodology. Methodologically, the study employed a mixed-methods approach of a descriptive, quasi-experimental nature. The technological development was based on the Scrum methodology. A pilot test was conducted with a focus group of ten Systems Engineering students, and a pedagogical validation was carried out with ten faculty members from the Saber PRO Committee. Likert-scale questionnaires and semi-structured interview scripts were used for data collection, facilitating the triangulation of information. The findings demonstrate that the application has an intuitive and functional interface that promotes self-directed learning. Technical and pedagogical validation revealed high acceptance of the critical reading, quantitative reasoning, and English modules, optimizing the monitoring of academic performance through integrated administrative tools. It is concluded that UPCPRO constitutes an effective technological mediation that enhances preparation for state exams, enabling the systematization of institutional findings for academic decision-making, and transforming the use of ICT toward the strengthening of knowledge.