Desempeño docente universitario y aprendizaje autónomo de los estudiantes del Centro de Idiomas de la Universidad Nacional de Ingeniería, 2018
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Date
2020-11-29
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de la investigación fue determinar la relación del desempeño docente
universitario con el aprendizaje autónomo de los estudiantes del Centro de Idiomas de la
Universidad Nacional de Ingeniería, 2018.
La metodología empleada hizo referencia al enfoque cuantitativo, al diseño no
experimental transeccional, de alcance correlacional, usando una muestra intencional de
650 participantes, los cuales fueron estudiantes y 35 docentes del centro de idiomas ya
mencionado; se usó el método hipotético-deductivo, la encuesta como técnica y el uso de
dos test, para la variable estilos de aprendizaje, y un cuestionario para la variable
aprendizaje significativo.
Los resultados mostraron que a un nivel de significancia de 0.05 se obtuvo un p-
valor = 0,005, y un coeficiente de correlación de 0.389**, en la prueba Rho de Spearman,
por lo que se afirma la hipótesis alternativa.
Se concluye que el desempeño docente universitario se relaciona directamente con
el aprendizaje autónomo de los estudiantes del Centro de Idiomas de la Universidad
Nacional de Ingeniería, 2018.
The objective of the research was to determine the relationship between university teaching performance and the autonomous learning of the students of the Language Center of the National Engineering University, 2018. The methodology used referred to the quantitative approach, to the non- experimental transectional design, of correlational scope, using an intentional sample of 650 participants, which were students and 35 teachers of the aforementioned language center; the hypothetical-deductive method, the survey as a technique and the use of two tests, for the learning styles variable, and a questionnaire for the significant learning variable were used. The results showed that at a significance level of 0.05 a p-value = 0.005 was obtained, and a correlation coefficient of 0.389 **, in the Spearman Rho test, so the alternative hypothesis is affirmed. It is concluded that university teaching performance is directly related to the autonomous learning of students of the Language Center of the National University of Engineering, 2018.
The objective of the research was to determine the relationship between university teaching performance and the autonomous learning of the students of the Language Center of the National Engineering University, 2018. The methodology used referred to the quantitative approach, to the non- experimental transectional design, of correlational scope, using an intentional sample of 650 participants, which were students and 35 teachers of the aforementioned language center; the hypothetical-deductive method, the survey as a technique and the use of two tests, for the learning styles variable, and a questionnaire for the significant learning variable were used. The results showed that at a significance level of 0.05 a p-value = 0.005 was obtained, and a correlation coefficient of 0.389 **, in the Spearman Rho test, so the alternative hypothesis is affirmed. It is concluded that university teaching performance is directly related to the autonomous learning of students of the Language Center of the National University of Engineering, 2018.
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Keywords
desempeño docente universitario, aprendizaje autónomo.
Citation
Leon Obregon, H. E. (2021). Desempeño docente universitario y aprendizaje autónomo de los estudiantes del Centro de Idiomas de la Universidad Nacional de Ingeniería, 2018 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.