METAS ACADÉMICAS Y ESTRATEGIAS DE APRENDIZAJE EN FUTUROS PROFESIONALES DE LA SALUD EN ENTORNO FORMATIVO ECUATORIANO
Fecha
2020-09-15
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Jaén : Universidad de Jaén
Resumen
Estudio hecho en la Facultad de Ciencias de la Salud, Universidad Nacional de Chimborazo. Diseño no experimental correlacional con 1235 participantes.
Durante la fase inicial, la encuesta y observación permitieron el diagnóstico. En la segunda etapa se usaron los cuestionarios para la evaluación de metas
académicas y el de estrategias de trabajo autónomo. Durante la exploración, la mayoría manifestó debilidades en hábitos y técnicas de autoaprendizaje;
lo que mejoró luego de ejecutar el plan de acciones diseñado, sobre el cual declararon estar muy satisfechos los estudiantes. Se realizó la validación
confirmatoria de los instrumentos. No existió predominio de alguna estrategia de aprendizaje, preponderando el valor algunas veces. La categoría muchas
veces resultó mayoritaria entre las metas académicas; mientras que entre estas y los tipos de estrategias de autoaprendizaje prevaleció la correlación
escasa o nula y positiva.
Study done at the Faculty of Health Sciences, National University of Chimborazo. Non-experimental correlational design with 1235 participants. During the initial phase, the survey and observation allowed the diagnosis. In the second stage, the questionnaires were used to evaluate academic goals and autonomous work strategies. During the examination, the majority manifested weaknesses in habits and self-learning techniques, this improved after executing the action plan designed, about which the students declared they were very satisfied. Confirmatory validation of the instruments was carried out. There was no predominance of any learning strategy, with value prevailing at times. The category often was majority among the academic goals; while, between these and the types of self-learning strategies, little or no and positive correlation prevailed.
Study done at the Faculty of Health Sciences, National University of Chimborazo. Non-experimental correlational design with 1235 participants. During the initial phase, the survey and observation allowed the diagnosis. In the second stage, the questionnaires were used to evaluate academic goals and autonomous work strategies. During the examination, the majority manifested weaknesses in habits and self-learning techniques, this improved after executing the action plan designed, about which the students declared they were very satisfied. Confirmatory validation of the instruments was carried out. There was no predominance of any learning strategy, with value prevailing at times. The category often was majority among the academic goals; while, between these and the types of self-learning strategies, little or no and positive correlation prevailed.
Descripción
Palabras clave
estrategias de autoaprendizaje, metas académicas, metacognición, educación superior, Self-learning Strategies, Achievements, Metacognition, Higher Education
Citación
p.[http://hdl.handle.net/10953/]