Low academic performance influences students’ retention and school dropout, affecting the person, the family, and the educational institution. It is thus essential to provide strategies that promote academic achievement and avoid dropping out of school. The objective was to determine the effectiveness of a computerized intervention program in executive functions (ACTIVATE+) designed for students with low academic performance. This research had a pre-post quasi-experimental design with a control group, the sample was comprised of 104 students between 13 and 19 years old distributed in two groups (experimental group n=46 and control group n=58), both of which received psychopedagogical support, and the experimental group also received the ACTIVATE+ intervention program. Likewise, neuropsychological tests were administered, and academic performance was recorded before and after the intervention. The results showed that there are differences in executive performance and academic performance between the control and experimental groups after the intervention. In conclusion, the ACTÍVATE + program is an effective tool in the training of executive functions, positively influencing the improvement of the academic performance of students with low school performance, becoming a support instrument for professionals who deliver psychopedagogical guidance in educational institutions.
|Título traducido de la contribución||DOES LOW ACADEMIC PERFORMANCE IMPROVE WITH COMPUTERIZED COGNITIVE INTERVENTION?|
|Número de páginas||19|
|Publicación||Revista Espanola de Orientacion y Psicopedagogia|
|Estado||Publicada - 2021|
Nota bibliográficaPublisher Copyright:
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- Academic achievement
- Computer application
- Developmental psychology
- Executive functions