Formative research as a didactic strategy for strengthening learning in university students.

Abstract

This research aimed to determine if formative research has a positive impact on the learning of students of the Food Quality Control course. The method used was experimental, applicative type of quasi-experimental design. The sample consisted of 50 students (25 control, 25 experimental). Umann Whitney was used for hypothesis testing. The result of the hypothesis test was that the formative research has a positive impact on the learning of students of the Food Quality Control course (p value of 0.000 <0.05), confidence level of 95%. It was concluded that formative research as a didactic strategy improves learning in university students.