Abstract

Research training remains a challenge in university economics programs, particularly in peripheral regions with limited academic resources. This study analyzes the association between active methodologies and research competence among final-year economics students at a public university in the Peruvian Amazon. A quantitative, correlational, cross-sectional design was used. A structured questionnaire measuring the use of active methodologies and four research competencies, problem formulation, methodological management, data analysis and communication of results) was administered to 178 students, selected by stratified probability sampling from a population of 331, 95% confidence level, 5% margin of error. Data were analyzed in SPSS v. 26 with descriptive statistics and Spearman’s rank correlation. Project-based learning showed the highest share of students at the efficient level 50.0% and the flipped classroom the lowest 38.8%. Among research competencies, communication of results had the highest share at the efficient level 47.8% and data analysis the lowest 38.8%; problem formulation had the highest share at the deficient level 15.2%. Active methodologies were positively and significantly associated with every research competence dimension ? = 0.429–0.524 and with overall research competence ? = 0.569; p < 0.01. Because of the cross-sectional design, these associations cannot be read as causal effects. The findings point to applied data-analysis workshops and problem-formulation laboratories as priorities for strengthening research-based education in economics programs in the Amazon region.