Use of Wikis and Their Influence on Academic Performance in the Subject of Ethics and Bioethics in Students of a Peruvian University, in Search of Quality Education (SDG 4)

Objective: The purpose of this research was to determine the relationship between the use of Wikis and their influence on academic performance in the Ethics course, in university students of a particular Peruvian university. Theoretical Framework: From the perspective of collaborative learning, it is argued that knowledge is constructed through student interaction, promoting the development of cognitive and social skills (Dillenbourg, 1999). Wikis, as tools that enable joint content creation, reinforce this approach by fostering cooperation and peer learning (Jonassen, 2000). This model is closely linked to Ausubel's (2000) meaningful learning theory, which emphasizes that new knowledge is better assimilated when related to prior structures—something that wikis facilitate through the progressive construction of information. Method: The general method of this research was the scientific method, as it is relevant to follow a series of systematically and logically ordered methods. Additionally, the specific method used was the quasi-experimental method, as the study investigated possible cause-effect relationships regarding academic performance by exposing one group to an experimental variable (Wiki) and comparing the result with the control group. Results and Discussion: The results indicated that the use of wikis in Ethics teaching showed an improvement in students' academic performance, although the increase was also observed in the control group, suggesting that other factors may have influenced the results. The average grades increased in both groups, with a slightly higher difference in the experimental group. In the discussion, it is highlighted that wikis promote collaboration and active knowledge construction, aligning with constructivist learning theories. However, the need for additional studies is acknowledged to confirm the causal relationship and evaluate the influence of variables such as student motivation and teaching methodology. Research Implications: The research implications suggest that the use of wikis in the teaching of Ethics and Bioethics can be an effective tool for improving student interaction and collaborative learning. While the results reflect an improvement in academic performance, they are not conclusive, indicating the need to complement this strategy with other pedagogical methods. Future research is recommended to further explore the impact of external factors, such as student motivation and the teaching context, to more precisely determine the scope of this methodology. Originality/Value: The originality of this study lies in the exploration of the use of wikis as an educational tool in the teaching of Ethics and Bioethics within a Peruvian university context, where the integration of technologies in this field is still limited. Unlike previous research that has analyzed the impact of ICT in more technical areas or at basic school levels, this study focuses on the development of critical thinking and collaboration in philosophical and ethical subjects. Additionally, it contributes to the debate on active methodologies in higher education, highlighting the need for innovative strategies to improve student participation and academic performance.