El Aprendizaje Autónomo y las Rúbricas de Evaluación en Tiempos de Pandemia en los Estudiantes de la Facultad de Ciencias Sociales de la Universidad Nacional de Educación
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Date
2023-12-11
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Universidad Nacional de Educación Enrique Gúzman y Valle
Abstract
El objetivo de este trabajo de investigación fue establecer la influencia de la Aprendizaje autónomo y rúbricas de evaluación en los Alumnos de la Facultad de Ciencias Sociales de la Universidad Nacional de Educación, 2020. El estudio se realizó En el método de indagación cuantitativa en el campo de la educación, la educación se organiza de manera clara y sistemática según el tipo de investigación fundamental, y el grado de relación entre dos variables se entiende a través del desarrollo transversal no experimental del alcance causal. obtenidos de ambos cuestionarios se procesan utilizando su software estadístico SP20 y el software estadístico SP20SP10. 1. Se concluye que las rúbricas de evaluación y aprendizaje autodirigido se correlacionan directa y significativamente con el coeficiente de correlación de Ro Spearman de 0.866, y el nivel de significancia p=0.000 es menor al nivel 0.05, lo que rechaza la hipótesis nula porque las características del aprendizaje autodirigido son consistentes con el cuerpo docente de la universidad pública.
The objective of this research work was to establish the influence of autonomous learning and evaluation rubrics on the students of the Faculty of Social Sciences of the National University of Education, 2020. The study was carried out using the quantitative inquiry method in the field. of education, education is clearly and systematically organized according to the type of fundamental research, and the degree of relationship between two variables is understood through non-experimental cross-sectional development of causal scope. obtained from both questionnaires are processed using their SP20 statistical software and SP20SP10 statistical software. 1. It is concluded that the assessment and self-directed learning rubrics are directly and significantly correlated with Ro Spearman's correlation coefficient of 0.866, and the significance level p=0.000 is less than the 0.05 level, which rejects the null hypothesis because the Characteristics of self-directed learning are consistent with public university faculty.
The objective of this research work was to establish the influence of autonomous learning and evaluation rubrics on the students of the Faculty of Social Sciences of the National University of Education, 2020. The study was carried out using the quantitative inquiry method in the field. of education, education is clearly and systematically organized according to the type of fundamental research, and the degree of relationship between two variables is understood through non-experimental cross-sectional development of causal scope. obtained from both questionnaires are processed using their SP20 statistical software and SP20SP10 statistical software. 1. It is concluded that the assessment and self-directed learning rubrics are directly and significantly correlated with Ro Spearman's correlation coefficient of 0.866, and the significance level p=0.000 is less than the 0.05 level, which rejects the null hypothesis because the Characteristics of self-directed learning are consistent with public university faculty.
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Rendimiento académico
Citation
Barrera Laos, J. G. (2023). El Aprendizaje Autónomo y las Rúbricas de Evaluación en Tiempos de Pandemia en los Estudiantes de la Facultad de Ciencias Sociales de la Universidad Nacional de Educación (Tesis de posgrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.