Competencias digitales y estrategias de aprendizaje: su relación con el rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica UNI
Fecha
2022
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo por objetivo determinar en qué medida existe una relación significativa entre competencias digitales, estrategias de aprendizaje y rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica de la UNI. Esta fue cuantitativa, no experimental, transeccional y correlacional. Se utilizó el cuestionario para el estudio de la Competencia Digital del Alumnado de Educación Superior (CDAES) con la finalidad de recolectar datos sobre las competencias digitales del estudiantado; para evaluar las estrategias de aprendizaje se usó el test ACRA y el rendimiento académico fue tomado de los promedios ponderados acumulados semestrales, generados por la Oficina de Registro Central y Estadística (ORCE). La muestra fue de 110 estudiantes de las 3 especialidades: Ing. Eléctrica, Electrónica y de Telecomunicaciones.
No se determinó relación significativa entre competencias digitales y rendimiento académico; pues dado que el rendimiento del estudiante se explica principalmente por las características de este, los docentes y el entorno educativo, dichas competencias no influyen en estos y en sus calificaciones. Se determinó relación entre las 4 escalas de estrategias de aprendizaje y rendimiento académico con un coeficiente de Pearson de 0.321 y una significación de 0.001. La correlación entre la escala de Adquisición de información y rendimiento fue la más alta (0.425**) por ser básica y de fácil manejo. Entre Codificación y rendimiento, la correlación fue baja (0.219*) por requerir de mayor conocimiento, tiempo y esfuerzo en su utilización perjudicando así la Recuperación (0.178*). Entre Apoyo y rendimiento, se obtuvo una correlación moderada de 0.264**.
The objective of this research was to determine the extent of a potentially significant relationship between digital skills, learning strategies and academic performance in the students of the General Studies Program of the Faculty of Electrical and Electronic Engineering of UNI. The research was quantitative, non-experimental, transectional and correlational. The questionnaire for the study of the Digital Competence of Higher Education Students (CDAES) was utilized for the collection of data concerning the digital competences of the student body; in order to evaluate the learning strategies, the ACRA test was used and the academic performance was overviewed from the weighted averages accumulated per semester, generated by the Central Registry and Statistics Office (ORCE). The sample consisted of 110 students from the 3 specialties: Electrical, Electronic and Telecommunications Engineering. All in all, no significant relationship was determined between digital skills and academic performance. Since the students’ performance is mainly exposed on the main traits of the students and teachers’ abilities, together with the educational environment, these competences do not influence their abilities ortheir grades. A relationship between the 4 scales of learning strategies and academic performance was determined with a Pearson coefficient of 0.321 and a significance of 0.001. The correlation between the Information Acquisition and Performance scale was the highest one (0.425**) as it is basic and very user-friendly. The correlation between Coding and performance was low (0.219*) because it required more knowledge, time and effort in its use, thus impairing Recovery (0.178*). The correlation between Support and performance was moderate (0.264**).
The objective of this research was to determine the extent of a potentially significant relationship between digital skills, learning strategies and academic performance in the students of the General Studies Program of the Faculty of Electrical and Electronic Engineering of UNI. The research was quantitative, non-experimental, transectional and correlational. The questionnaire for the study of the Digital Competence of Higher Education Students (CDAES) was utilized for the collection of data concerning the digital competences of the student body; in order to evaluate the learning strategies, the ACRA test was used and the academic performance was overviewed from the weighted averages accumulated per semester, generated by the Central Registry and Statistics Office (ORCE). The sample consisted of 110 students from the 3 specialties: Electrical, Electronic and Telecommunications Engineering. All in all, no significant relationship was determined between digital skills and academic performance. Since the students’ performance is mainly exposed on the main traits of the students and teachers’ abilities, together with the educational environment, these competences do not influence their abilities ortheir grades. A relationship between the 4 scales of learning strategies and academic performance was determined with a Pearson coefficient of 0.321 and a significance of 0.001. The correlation between the Information Acquisition and Performance scale was the highest one (0.425**) as it is basic and very user-friendly. The correlation between Coding and performance was low (0.219*) because it required more knowledge, time and effort in its use, thus impairing Recovery (0.178*). The correlation between Support and performance was moderate (0.264**).
Descripción
Palabras clave
Competencias digitales, Estrategias de aprendizaje, Rendimiento académico, Estudiantes universitarios, Educación
Citación
Valenzuela, B. (2022). Competencias digitales y estrategias de aprendizaje: su relación con el rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica UNI [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM.
http://hdl.handle.net/20.500.12833/2407