Relación entre desempeño docente y la motivación para aprender en la carrera Ingeniería de Alimentos
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Journal Title
Journal ISSN
Volume Title
Publisher
Tribunal
Abstract
El desempeño docente es crucial para incentivar el aprendizaje significativo y el cumplimiento de las expectativas estudiantiles. El propósito del presente artículo fue determinar la relación e influencia del desempeño docente en la motivación para aprender y en la satisfacción académica de los estudiantes de primer año de la carrera Ingeniería de Alimentos en la Universidad Nacional del Callao, Perú. El estudio se realizó utilizando un diseño correlacional, no experimental, con una muestra compuesta por 80 estudiantes a los que se les aplicó un cuestionario. Los resultados refuerzan la correlación significativa entre el desempeño docente y la motivación para aprender, evidenciada por un coeficiente de 0,703 (p < 0,01). Se observa una correlación positiva con la motivación intrínseca (0,606) y extrínseca (0,612), así como una fuerte relación entre motivación y satisfacción académica (0,833). Estos hallazgos destacan la importancia del rol del docente como facilitador de un aprendizaje transformador y su impacto en la motivación y satisfacción de los estudiantes.
Teacher performance is crucial to encourage meaningful learning and the fulfillment of student expectations. The purpose of this article was to determine the relationship and influence of teacher performance on the motivation to learn and on the academic satisfaction of first-year students of the Food Engineering program at the National University of Callao, Peru. The study was conducted using a non-experimental correlational design, with a sample of 80 students to whom a questionnaire was applied. The results reinforce the significant correlation between teacher performance and motivation to learn, evidenced by a coefficient of 0.703 (p < 0.01). A positive correlation is observed with intrinsic (0.606) and extrinsic (0.612) motivation, as well as a strong relationship between motivation and academic satisfaction (0.833). These findings highlight the importance of the teacher's role as a facilitator of transformative learning and its impact on student motivation and satisfaction.
Teacher performance is crucial to encourage meaningful learning and the fulfillment of student expectations. The purpose of this article was to determine the relationship and influence of teacher performance on the motivation to learn and on the academic satisfaction of first-year students of the Food Engineering program at the National University of Callao, Peru. The study was conducted using a non-experimental correlational design, with a sample of 80 students to whom a questionnaire was applied. The results reinforce the significant correlation between teacher performance and motivation to learn, evidenced by a coefficient of 0.703 (p < 0.01). A positive correlation is observed with intrinsic (0.606) and extrinsic (0.612) motivation, as well as a strong relationship between motivation and academic satisfaction (0.833). These findings highlight the importance of the teacher's role as a facilitator of transformative learning and its impact on student motivation and satisfaction.
Description
Vol. 5, No. 10
Keywords
Desempeño docente, Aprendizaje significativo, Motivación intrínseca, Motivación extrínseca, Satisfacción académica., Tteacher performance, Meaningful learning, Intrinsic motivation, Extrinsic motivation, Academic satisfaction., Atuação docente, Aprendizagem significativa, Motivação intrínseca, Motivação extrínseca, Satisfação académica.