Action Research vs. Service-Learning: Active methodologies for increasing self-efficacy, engagement and academic competences in university students in the subject Prevention of Learning Difficulties

University teaching of quality must be based on methodologies that have proved improvements in students' academic, personal and professional development. With this aim, this study analyzed and compared the effects of two active methodologies: Action-Research and Service-Learning on perceived academic self-efficacy, academic engagement, and development of academic skills. The sample consisted of 113 university students aged 18-42 years ( M=20.77, SD=2.95) from the subject Prevention of Learning Difficulties, divided into two groups: a group of 52 students who implemented the Action-Research (age: 18-24 years; M= 19.94, SD=1.73) and a second group of 61 students who worked based on Service-Learning (age: 18-42 years; M=21.48, SD=3.54). Both groups report on their perceived academic self-efficacy, academic commitment and academic competencies before and after performing the classroom work associated with the corresponding methodology. The analyzes showed a significant increase in perceived academic self-efficacy and academic competencies (marginally significant) in the Action-Research group after implementing said methodology, while in the Service-Learning group a positive trend was shown in academic competencies. When comparing the results of both groups, the results indicated that the students from the Action- Research group experienced an increase in self-efficacy compared to the participants in the Service-Learning group. The findings of this study highlight the benefits of Action Research as a methodological strategy in the university context.