Examinando por Materia "Autoaprendizaje"

Mostrando 1 - 10 de 10

Acceso abierto
Aprendizaje cooperativo y autoeficacia académica en estudiantes de terapia física y rehabilitación de una universidad privada de Lima, 2023
(Universidad Privada Norbert Wiener, 2023-11-28) Muñico Gonzales, Franz Elson; Baldeón De La Cruz, Maruja Dionisia
The present research work was developed in order to determine the relationship that exists between cooperative learning and academic self-efficacy in physical therapy and rehabilitation students of a Private University of Lima, 2023. To do so, the quantitative approach was followed, the hypothetical method - deductive, non-experimental design and correlational scope; where the sample was represented by 89 students chosen through non-probabilistic convenience sampling. The instruments that were used to collect the data were the cooperative learning scale of Atxurra et al. (2015) and the inventory of academic self-efficacy expectations (IEAA) by Barraza (2010), both validated and with a high level of reliability. As a result, ρ = 0.000 < 0.05 was obtained and the Spearman correlation coefficient (Rho) was 0.567, indicating a positive and moderate correlation between these variables.
Acceso abierto
Autoconcepto académico y su nivel de relación con la inteligencia emocional en estudiantes de una universidad nacional - 2022
(Universidad Privada Norbert Wiener, 2022-11-05) Arenas Calderón, José Luis; Huaita Acha, Delsi Mariela
In this research, the objective was to determine the level of relationship between academic self-concept and emotional intelligence at the National University of Cañete in the professional career of Systems Engineering of III, IV and V cycles; being the applied basic type research, correlational descriptive, non-experimental and cross-sectional. The population was 120 university students whose sample was non-probabilistic. The instruments used were the AF5 self-concept and for emotional intelligence Trait Meta Mood Scale-24. The results show that there are positive correlations between academic self-concept and emotional intelligence, as well as a significant relationship between academic self-concept and the dimensions: emotional attention, emotional clarity and emotional repair.
Acceso abierto
Autocontrol y procrastinación académica en estudiantes de enfermería de una universidad privada de Lima, 2023
(Universidad Privada Norbert Wiener, 2024-01-30) Claros Flores, Patricia Beatriz; Baldeón De La Cruz, Maruja Dionisia
The aim of this research was to determine the relationship between self-control and academic procrastination among nursing students at a private college in Lima, 2023. The method of the study was hypothetical-deductive, quantitative approach, nonexperimental design and correlational level. The technique used was the survey and the tools of data collection were two questionnaires, the SCS by Del Valle et al. (2019) to evaluate self-control, consisting of 28 items and the PASS by Garzón y Gil (2016) to evaluate academic procrastination consisting of 44 items. The sample was obtained by non-probability sampling and consisted of 120 third year nursing students. The statistical results were P=0.000<0.005 and rho= -,465 indicating that there is a negative and moderate relationship between both study variables, concluding that self-control correlates with academic procrastination in nursing students of a private university in Lima - 2023.
Acceso abierto
Autoeficacia para la investigación y competencias investigativas en estudiante de nutrición de la Universidad Nacional Mayor de San Marcos, Lima 2019
(Universidad Privada Norbert Wiener, 2020-01-29) Ruiz Sanchez, Edwin Martin; Pizarro Arancibia, Lily Marisol
Currently there is a problem around the motivations of students to achieve research work versus their developed abilities to do research. The formation of new knowledge through the scientific method in university students must have a high level and performance to generate research, achieving greater scientific production according to the needs and problems that arise in their environment. For this purpose, the objective of this research was to determine the relationship between self-efficacy for research and research competencies in undergraduate students of a public university, Lima 2019. The type of research was applied in a non-experimental, cross-sectional and correlational design. . The population and sample consisted of undergraduate students of a professional school of nutrition in a public university. The main evaluation measures are the level of self-efficacy for research and the level of research skills. The result was a level of self-efficacy for research Adequate for 79.9% and a level of competencies for research between Medium and High, being adequate for 96.1%. It is concluded that there is a relationship between self-efficacy for research and research skills in undergraduate nutrition students with a level of association for the chi-square test p <0.02.
Acceso abierto
Autoevaluación y logros de aprendizaje en estudiantes de la carrera de Psicología de una universidad privada de Lima, 2021
(Universidad Privada Norbert Wiener, 2021-10-09) Urbano Katayama, Victor Manuel; Huaita Acha, Delsi Mariela
The research aimed to determine the relationship between self-assessment and learning achievements in psychology students at a private university in Lima, Peru, in 2021. The research was applied, with a non-experimental, cross-sectional, and correlational design. The sample consisted of 172 psychology students from a private university in Metropolitan Lima, selected non-probabilistically and by convenience sampling. The data collection instrument was a Likert-type questionnaire, validated by expert judgment and its reliability determined using Cronbach's alpha coefficient, which was 0.767, demonstrating its reliability. For learning achievement data, the average of the academic performance results recorded by the professors was used. The data were analyzed using Spearman's rho correlation coefficient. The results showed a moderate and significant relationship (rho=0.649; p=0.000<0.05) between self-assessment and learning achievements in psychology students at a private university in Lima. This means that a student's ability to perform metacognitive regulation processes during their studies is related to their likelihood of achieving a higher level of learning; in other words, greater self-assessment is associated with greater learning achievement.
Acceso abierto
Competencias digitales y el autoaprendizaje en universitarios de cursos de formación general de una universidad privada de Lima, 2023
(Universidad Privada Norbert Wiener, 2024-09-30) Trujillo León, Giannina Verónica; Pizarro Arancibia, Lily Marisol
The main objective of this research was to establish a relationship between digital skills and self-learning in university students in general training courses. In this study, a quantitative approach was followed, with a non-experimental design and a correlational level; The sample was made up of 94 university students from the district of Lima, to whom the Digital Competencies Scale of Higher Education Students (CDAES) by Gutiérrez et al. (2016) and the Fasce Self-Directed Learning Scale. et al. (2011). The most important results indicated that there is a significant and positive relationship between digital skills and self-learning (rho=.613). The analysis of the components of the variable digital skills and self-learning showed that there is a significant and positive association between them. In this way, it can be concluded that digital skills promote the capacity for self-learning in university students, being favorable for their professional development.
Acceso abierto
Competencias investigativas y aprendizaje autónomo de estudiantes de la facultad de diseño de una universidad privada, Lima Metropolitana, 2022
(Universidad Privada Norbert Wiener, 2024-04-23) Arango Calderón, Bryan Coni; Palacios Garay, Jessica Paola
La presente investigación se propuso examinar la correlación existente entre el aprendizaje autónomo y el desarrollo de competencias investigativas en estudiantes de la Facultad de Diseño de una institución universitaria privada en Lima Metropolitana, durante el periodo 2023. El estudio se fundamentó en un paradigma cuantitativo de método hipotético-deductivo, empleando un diseño no experimental de corte transversal con un alcance descriptivo-correlacional. Para el levantamiento de datos, se contó con una muestra de 150 discentes, utilizando instrumentos de medición previamente validados: el cuestionario de competencias investigativas (36 ítems) de Núñez, y la escala de aprendizaje autónomo (20 ítems) desarrollada por Kwak, Lee y Woo. Los hallazgos revelan una correlación positiva moderada entre ambas variables de estudio. De igual manera, se identificó un vínculo significativo y proporcional entre la competencia investigativa y las dimensiones específicas del aprendizaje autónomo, a saber: el proceso de inclinación, la motivación y la comunicación. En conclusión, los resultados confirman que existe una relación estadísticamente significativa entre la capacidad de autogestión del aprendizaje y el desempeño en la actividad investigativa de los estudiantes analizados.
Acceso abierto
La gamificación como recurso de aprendizaje en la mejora de la enseñanza en estudiantes de una universidad privada de Lima – 2023
(Universidad Privada Norbert Wiener, 2025-01-29) Pizarro Quispe, Juan Jose; Palacios Garay, Jessica Paola
La gamificación como recurso de aprendizaje para la mejora de la enseñanza en estudiantes de educación superior es el objetivo de la investigación. El estudio se llevó a cabo de manera cualitativa y utilizo un diseño fenomenológico. El análisis de información se realizó por medio de entrevistas semiestructuradas con una muestra de 10 participantes, los mismos que fueron aplicados a docentes y alumnos de una universidad privada de lima, lo que permitió la descripción e interpretación de sus experiencias en relación a la gamificación en entornos educativos. En la discusión se analizó el significado de la gamificación y la utilización práctica en entornos educativos, así como los beneficios que aportan las metodologías gamificadoras en la educación superior y la utilidad que tiene para mejorar la enseñanza en relación al aprendizaje. Como conclusión, los procesos gamificadores brindan a la pedagogía una amplia gama de herramientas tanto de mesa como digitales, que permiten a los estudiantes interiorizar su conocimiento y relacionarlo con el juego, lo que fortalece la retención de contenidos educativos mediante experiencias divertidas, positivas y satisfactorias.
Acceso abierto
Habilidades metacognitivas y percepción de la autoeficacia académica en estudiantes de una universidad pública de Lima, 2023
(Universidad Privada Norbert Wiener, 2023-11-14) Herrera Carcheri, Mirtha Silvia; Ramos Vera, Patricia María
Metacognition in the adult learner has the function of making them reflect on the processes of their learning action, as well as their own capacities to realize their metacognitive abilities, not only in learning, but also their motivational possibilities for educational continuity when achieving goals in a short and long term. Self-efficacy was understood as the component where dimensional actions such as analyzing, supervising and becoming aware converge; and, on the academic side, it has been about the belief in their own ability to organize and execute educational actions to lead to future circumstances. From the theory of social learning, it has been considered as a condition associated with metacognition in its dimensions of control and feedback; that is why the relationship between metacognitive skills and academic self-efficacy was studied due to the current complexity of the university. The type of research was applied, non-experimental design, quantitative approach and correlational level. A significant relationship between metacognitive skills and academic selfefficacy in students of a public university in Lima was concluded, 2023, which was evidenced in a Sig. = 0.000 < 0.05 and the Rho = 0.437 which indicated a direct correlation and moderate intensity, which led to the conclusion that the higher the level of metacognitive skills students develops, this will imply a moderate improvement in their academic self-efficacy.
Acceso abierto
Uso de herramientas digitales y aprendizaje autónomo en estudiantes de medicina de una universidad privada de Lima Metropolitana, 2024
(Universidad Privada Norbert Wiener, 2024-04-19) Gastelú Velásquez, Gloria Angélica; Palacios Garay, Jessica Paola
The research work aimed to show the relationship between the use of digital tools and autonomous learning in medical students of a private university in Metropolitan Lima 2024. The hypothetical-deductive method was used, with a quantitative approach, a cross-sectional nonexperimental design and a correlational descriptive level. The study population was 200 students. For data collection, two duly validated instruments were available, one of them called the Questionnaire for the Study of the Digital Competence of Higher Education Students (DCHES) and the other the Questionnaire of Autonomous Work Strategies (QAWS) in university students. A high moderate positive correlation was found between the variables digital tools and autonomous learning. Similarly, a moderate positive correlation was found in the dimensions; problem solving and decision-making (0.582**); communication and collaboration and autonomous learning (0.657**); digital citizenship and autonomous learning (0.616**); and creativity and innovation and autonomous learning (0.672**). In conclusion, there is a relationship between the use of digital tools and autonomous learning in medical students at a private university in Metropolitan Lima in 2024.