Evaluación de la enseñanza-aprendizaje en el aula y percepción del estudiante de educación superior
For a subject generating a certain degree of difficulty in the teaching from the teacher and the learning of the student, it is recommended that the teacher uses didactic strategies to favor the “teaching to learn” process and that the student uses “learning to learn” strategies. For this reason ani...
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| Format: | Article |
| Language: | Spanish |
| Published: |
2018
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6760593 |
| Source: | Lex: Revista de la Facultad de Derecho y Ciencia Política de la Universidad Alas Peruanas, ISSN 1991-1734, Vol. 16, Nº. 22, 2018, pags. 385-408 |
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| Summary: |
For a subject generating a certain degree of difficulty in the teaching from the teacher and the
learning of the student, it is recommended that the teacher uses didactic strategies to favor the
“teaching to learn” process and that the student uses “learning to learn” strategies. For this reason
aninvestigation about to what extent is the evaluation of the classroom teaching-learning process
explained by the perception of the higher education student, was carried out. The same, which
defined the objective of showing whether the evaluation of the teaching-learning in the classroom is explained by the perception of the higher education student, to, afterwards, formulate
the hypothesis that the evaluation of the teaching-learning in the classroom is explained by the
perception of the higher education student. The research was applied, explanatory and non-experimental. The approach was quantitative and the hypothetical-deductive method was applied.
The investigation was also observational, prospective, transversal and analytical. The instrument
to identify, define and measure the construct was validated. Alpha Cronbach was applied to determine the internal consistency of the instrument; Spearman’s rank correlation coefficient was applied to measure the association between variables; p – value was calculated to contrast the hypothesis; and
confirmatory factorial analysis was applied to explain the cause-effect relation between the variables. The conclusion was that the evaluation of teaching-learning in the classroom is significantly explained by the perception
of the higher education student. |
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