Implementación del ensayo modificado en el proceso de enseñanza-aprendizaje del derecho económico en una universidad estatal regional chilena

The aim of this study was to analyze the perceptions of Law students regarding their learning experiences following the implementation of the Modified Essay Questions in an Economic Law course at a regional state university in Chile. Using a concurrent triangulation mixed-methods approach with a pretest-posttest design, the sample consisted of second-year Law students distributed as follows: in 2022 (pretest 37 students and postest 32), in 2023 (pretest 39 students and posttest 34), and in 2024 (pretest 51 students and posttest 50). All participants completed two instruments (a nine-item pretest and a ten-item posttest) and answered two open-ended questions regarding the positive and negative aspects of the Modified Essay Questions. The analysis included descriptive statistics for the items and qualitative content analysis for the open-ended responses. The results, which showed initially high values but slight declines in subsequent years, revealed that students perceive the Modified Essay Questions positively, as it serves as an effective strategy for applying knowledge, receiving feedback, engaging in peer reflection, among others. It was concluded that this strategy should continue to be replicated in university students to foster both specific and transversal competencies.