Herramientas web 2.0 en la escritura académica en estudiantes de una universidad nacional limeña, 2024
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Tribunal
Abstract
El presente estudio tuvo como objetivo general determinar cómo influye las herramientas web 2.0 en la escritura académica en los estudiantes del primer año de una universidad nacional limeña, 2024. Como parte de la metodología, el estudio parte de un enfoque cuantitativo, nivel descriptivo correlacional y diseño no experimental. 213 estudiantes de una universidad nacional fue la muestra seleccionada a quienes se les aplicó cómo instrumento el cuestionario. Los resultados arrojaron que la prueba estadística de ajuste indicó que el p valor se encuentra por debajo del 0.05 (Sig.= 0.000). Además, la prueba de pseudo R-cuadrado aplicada entre las variables arrojó como resultado la existencia de un porcentaje de capacidad de dependencia de las herramientas web 2.0 en la escritura académica. En base a la variabilidad de Nagelkerke, se estimó que la variable independiente influye en un 19.7% en la escritura académica de los estudiantes encuestados. En suma, se concluyó que las herramientas web 2.0 influyen positiva y significativamente en la escritura académica en los estudiantes de la universidad mencionada.
The general objective of this study was to determine how web 2.0 tools influence academic writing in first-year students of a national university in Lima, 2024. As part of the methodology, the study is based on a quantitative approach, correlational descriptive level and non-experimental design. 213 students from a national university were the selected sample to whom the questionnaire was applied as an instrument. The results showed that the statistical fit test indicated that the p value is below 0.05 (Sig.= 0.000). Furthermore, the pseudo R-squared test applied between the variables resulted in the existence of a percentage of dependence capacity on web 2.0 tools in academic writing. Based on the Nagelkerke variability, it was estimated that the independent variable influences the academic writing of the students surveyed by 19.7%. In summary, it was concluded that web 2.0 tools positively and significantly influence academic writing in students of the aforementioned university.
The general objective of this study was to determine how web 2.0 tools influence academic writing in first-year students of a national university in Lima, 2024. As part of the methodology, the study is based on a quantitative approach, correlational descriptive level and non-experimental design. 213 students from a national university were the selected sample to whom the questionnaire was applied as an instrument. The results showed that the statistical fit test indicated that the p value is below 0.05 (Sig.= 0.000). Furthermore, the pseudo R-squared test applied between the variables resulted in the existence of a percentage of dependence capacity on web 2.0 tools in academic writing. Based on the Nagelkerke variability, it was estimated that the independent variable influences the academic writing of the students surveyed by 19.7%. In summary, it was concluded that web 2.0 tools positively and significantly influence academic writing in students of the aforementioned university.
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Vol. 5, No. 13