Rendimiento académico y pensamiento crítico en los participantes del diplomado en liderazgo y gestión del Batallón de Infantería en la Escuela de Infantería del Ejército, 2019
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Date
2022-10-27
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue el enfoque cuantitativo dirigió su objetivo primordial precisar la
conexión entre el rendimiento académico y pensamiento crítico con respecto a los
participantes del Diplomado en liderazgo y gestión del batallón de Infantería en la Escuela
de Infantería del Ejército, 2019. Desarrollado con una metodología de diseño no
experimental, determina la no manipulación o alteración de las variables estudiadas; del
nivel descriptivo correlacional, se determinan las características y grado de asociación de
las variables; con un método hipotético identificando la aprobación de las variables y
deductivo. Se aplicó un instrumento de 24 ítems, siendo categorizado mediante dimensiones
de su respectiva variable. Se trabajó con una muestra censal que estuvo conformada por 44
oficiales alumnos. Para su evaluación se dispuso del programa SPSSv25, el cual dio acceso
a datos descriptivos e inferenciales. Se concluyó mediate el análisis de los datos obtenidos
que el rendimiento académico guarda conexión con el pensamiento crítico con respecto a
los participantes del Diplomado en liderazgo y gestión del batallón de Infantería en la
Escuela de Infantería del Ejército, 2019.
The objective of this research work was the quantitative approach directed its primary objective to specify the connection between academic performance and critical thinking regarding the participants of the Diploma in leadership and management of the Infantry battalion at the School of Army Infantry, 2019. Developed with a design methodology not experimental, determines the non-manipulation or alteration of the studied variables; of the correlational descriptive level, the characteristics and degree of association of variables; with a hypothetical method identifying the approval of the variables and deductive. An instrument of 24 items was applied, being categorized by dimensions of its respective variable. We worked with a census sample that consisted of 44 student officers. For its evaluation, the SPSSv25 program was available, which gave access to descriptive and inferential data. It was concluded by analyzing the data obtained that academic performance is connected to critical thinking regarding the participants of the Diploma in leadership and management of the Infantry battalion in the Army Infantry School, 2019.
The objective of this research work was the quantitative approach directed its primary objective to specify the connection between academic performance and critical thinking regarding the participants of the Diploma in leadership and management of the Infantry battalion at the School of Army Infantry, 2019. Developed with a design methodology not experimental, determines the non-manipulation or alteration of the studied variables; of the correlational descriptive level, the characteristics and degree of association of variables; with a hypothetical method identifying the approval of the variables and deductive. An instrument of 24 items was applied, being categorized by dimensions of its respective variable. We worked with a census sample that consisted of 44 student officers. For its evaluation, the SPSSv25 program was available, which gave access to descriptive and inferential data. It was concluded by analyzing the data obtained that academic performance is connected to critical thinking regarding the participants of the Diploma in leadership and management of the Infantry battalion in the Army Infantry School, 2019.
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Rendimiento académico
Citation
Saldaña Luna, M. C. (2022). Rendimiento académico y pensamiento crítico en los participantes del diplomado en liderazgo y gestión del Batallón de Infantería en la Escuela de Infantería del Ejército, 2019 (Tesis de posgrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.