Educación virtual y rendimiento académico en estudiantes de la Universidad Nacional de Cañete
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El cambio de la modalidad virtual de la educación es clave para el incremento del rendimiento académico. El objetivo del estudio consiste en establecer la relación de la educación virtual y el rendimiento académico en estudiantes de la Universidad Nacional de Cañete. El estudio relacionó ambas variables a través de un estudio correlacional. Para la variable educación virtual se usó un cuestionario de un total de 23 preguntas dividas en las 4 dimensiones de la variable, siendo así: recursos de aprendizaje (5), acompañamiento virtual (6), aprendizaje colaborativo (5) y competencias del estudiante (7) y para la variable desempeño docente un cuestionario con 3 preguntas aplicados a una muestra de 21 grupos (uno por cada docente de la escuela) de 11 estudiantes cada uno, representando un total de 231 individuos de la escuela de administración. Se evidenció una asociación significativa entre la educación virtual y el rendimiento académico con un valor R de 0.9397. En definitiva, la modalidad virtual de la educación genera competencias en los estudiantes que mejoran el rendimiento académico en los centros educativos.
The change of the virtual modality of education is key to the increase of academic performance. The objective of the study is to establish the relationship between virtual education and academic performance in students of the National University of Cañete. The study related both variables through a correlational study. For the virtual education variable, a questionnaire was used with a total of 23 questions divided into the 4 dimensions of the variable: learning resources (5), virtual accompaniment (6), collaborative learning (5) and student competencies (7) and for the teaching performance variable, a questionnaire with 3 questions applied to a sample of 21 groups (one for each teacher of the school) of 11 students each, representing a total of 231 individuals from the school of administration. A significant association was found between virtual education and academic performance with an R value of 0.9397. In short, the virtual mode of education generates competencies in students that improve academic performance in educational centers.
The change of the virtual modality of education is key to the increase of academic performance. The objective of the study is to establish the relationship between virtual education and academic performance in students of the National University of Cañete. The study related both variables through a correlational study. For the virtual education variable, a questionnaire was used with a total of 23 questions divided into the 4 dimensions of the variable: learning resources (5), virtual accompaniment (6), collaborative learning (5) and student competencies (7) and for the teaching performance variable, a questionnaire with 3 questions applied to a sample of 21 groups (one for each teacher of the school) of 11 students each, representing a total of 231 individuals from the school of administration. A significant association was found between virtual education and academic performance with an R value of 0.9397. In short, the virtual mode of education generates competencies in students that improve academic performance in educational centers.
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Vol. 6, No. 24