@misc{10481/80257,
year = {2023},
month = {2},
url = {https://hdl.handle.net/10481/80257},
abstract = {The university education process has changed, involving new roles for the student body
and the teaching staff. While teachers train for these new functions, it is not the case for students
who are neither prepared for group work nor to construct their learning strategy. Coaching can be
an essential success factor here. Having been applied in other educational areas, such as educational
coaching, and in other non-educational ones, such as sports or business coaching, this original
work proposes to evaluate the effectiveness of a university coaching programme in academic
performance. Therefore, the aim is to measure the impact of an independent variable, a hybrid
coaching programme, on a dependent variable, university academic performance. Trainee teachers
in the Melilla Campus of the University of Granada in Spain participated in this coaching programme.
The research followed a quasi-experimental design with experimental and control groups
(n = 70 students, and n = 69 students, respectively) with repeated initial and final evaluation
measurements (pre-treatment and post-treatment). The professor and the students conducted academic
performance evaluations. The performance of the experimental group was increased
compared to that of the control one, considering significant differences concerning the starting
point both in the average marks provided by the professor for the practices and in those of the
students. Other works about coaching have highlighted its advantages, although they are not exclusively
focused on the academic area like this study. This study has limitations and needs further
research. However, it concludes that the coaching applied to trainee teachers enhances their performance
in practical group tasks.},
organization = {“Unidad de Calidad, Innovación y Prospectiva” of the
“University of Granada (Spain)” (2019–2021)},
publisher = {MDPI},
keywords = {Higher education},
keywords = {University coaching},
keywords = {Academic performance},
keywords = {Intervention programme},
keywords = {Quasi-experimental study},
title = {University coaching experience and academic performance},
doi = {10.3390/educsci13030248},
author = {Rodríguez Fuentes, Antonio and Navarro Rincón, Antonia and Carrillo López, María José and Isla Navarro, Laura},
}