Rúbrica socioformativa y formación académica en estudiantes universitarios a través de la educación digital
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La rúbrica socioformativa y la formación académica han generado cierta controversia en los espacios universitarios, debido a que no es una práctica usual en los docentes universitarios. El objetivo de la investigación fue identificar la relación entre las variables rúbrica socioformativa y formación académica en estudiantes de una universidad pública. La metodología se empleó bajo un enfoque cuantitativo de tipo correlacional y método hipotético deductivo. La población conformada por 133 y una muestra de 100 estudiantes, seleccionados en función al muestreo no probabilístico de tipo intencional. Los resultados descriptivos evidenciaron que el uso de la rúbrica socioformativa se halla en un nivel óptimo (98=98.0%) y la formación académica se encuentra en un nivel alto (92=92.0%). Se concluyó que existe una relación significativa (0.000 < 0.050) entre la rúbrica socioformativa y formación académica. Por tanto, es una necesidad replicar el uso de la rúbrica socioformativa en la praxis de los docentes universitarios.
The socio-formative rubric and academic training have generated some controversy in university spaces, because it is not a common practice among university teachers. The objective of the research was to identify the relationship between the variables of the socio-formative rubric and academic training in students of a public university. The methodology was used under a quantitative approach of correlational type and hypothetical deductive method. The population consists of 133 and a sample of 100 students, selected based on intentional non-probabilistic sampling. The descriptive results showed that the use of the socio-formative rubric is at an optimal level (98=98.0%) and the academic training is at a high level (92=92.0%). It was concluded that there is a significant relationship (0.000 < 0.050) between the socio-formative rubric and academic training. Therefore, it is a need to replicate the use of the socio-formative rubric in the praxis of university teachers.
The socio-formative rubric and academic training have generated some controversy in university spaces, because it is not a common practice among university teachers. The objective of the research was to identify the relationship between the variables of the socio-formative rubric and academic training in students of a public university. The methodology was used under a quantitative approach of correlational type and hypothetical deductive method. The population consists of 133 and a sample of 100 students, selected based on intentional non-probabilistic sampling. The descriptive results showed that the use of the socio-formative rubric is at an optimal level (98=98.0%) and the academic training is at a high level (92=92.0%). It was concluded that there is a significant relationship (0.000 < 0.050) between the socio-formative rubric and academic training. Therefore, it is a need to replicate the use of the socio-formative rubric in the praxis of university teachers.
Description
Vol. 8, No. 33