Software Development Students' Perception of Active Methodologies in Probability and Statistics

This study presents an analysis of the self-perception of 58 Software Development students regarding active methodologies (Flipped Classroom and Case-Based Learning) in Probability and Statistics, using a quantitative methodology with a quasi-experimental design, a non probabilistic, intentional, and convenience sample. The analysis was descriptive and correlational in the dimensions of the instruments, based on survey research. The results show that these methodologies improve student satisfaction, motivation, and commitment, with significant relationships between benefits and cognitive and emotional commitments. It is concluded that they are effective for learning, although it is recommended to continue exploring areas for improvement and to promote the commitment of the roles involved.