Estrategias metacognitivas en el pensamiento crítico de estudiantes universitarios de Arquitectura, Lima-Perú
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La presente investigación proporciona una referencia de la utilidad de las estrategias metacognitivas para el proceso de enseñanza y aprendizaje en universitarios. Su objetivo es detectar la influencia de las estrategias metacognitivas en el pensamiento crítico en alumnos del segundo ciclo de la Facultad de Arquitectura de la Universidad Nacional de Ingeniería. El estudio presenta un enfoque cuantitativo, diseño transversal, no experimental y correlacional causal. La población estuvo constituida por 75 alumnos del segundo ciclo de Arquitectura, en el que se empleó un muestro no probabilístico y utilizaron encuestas para estimar las variables considerando la escala de Likert; se definió la confiabilidad mediante el cálculo de Alfa de Cronbach. Los resultados indicaron una puntuación Wald de 9,158 > 4r y un p-valor de ,002 < α: 0,05; por lo cual se confirma que las estrategias metacognitivas influyen sobre el pensamiento crítico de los alumnos de la Facultad de Ingeniería de la Universidad Nacional de Ingeniería.
The present research provides a reference of the usefulness of metacognitive strategies for the teaching and learning process in university students. Its objective is to detect the influence of metacognitive strategies on critical thinking in students of the second cycle of the Faculty of Architecture of the National University of Engineering. The study presents a quantitative approach, cross-sectional, non-experimental and causal correlational design. The population consisted of 75 students of the second cycle of Architecture, in which a non-probabilistic sample was used and surveys were used to estimate the variables considering the Likert scale; reliability was defined by calculating Cronbach's Alpha. The results indicated a Wald score of 9.158 > 4r and a p-value of ,002 < α: 0.05; thus confirming that metacognitive strategies influence the critical thinking of the students of the Faculty of Engineering of the National University of Engineering.
The present research provides a reference of the usefulness of metacognitive strategies for the teaching and learning process in university students. Its objective is to detect the influence of metacognitive strategies on critical thinking in students of the second cycle of the Faculty of Architecture of the National University of Engineering. The study presents a quantitative approach, cross-sectional, non-experimental and causal correlational design. The population consisted of 75 students of the second cycle of Architecture, in which a non-probabilistic sample was used and surveys were used to estimate the variables considering the Likert scale; reliability was defined by calculating Cronbach's Alpha. The results indicated a Wald score of 9.158 > 4r and a p-value of ,002 < α: 0.05; thus confirming that metacognitive strategies influence the critical thinking of the students of the Faculty of Engineering of the National University of Engineering.
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Vol. 6, No. 23