Condicionamiento de los hábitos de estudio en el rendimiento académico de los estudiantes de quinto semestre de la E.P. Ingeniería Civil de la UTEA Abancay 2020
Loading...
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
El estudio investiga la relación entre los hábitos de estudio y el rendimiento académico de estudiantes de la E.P. Ingeniería Civil de la UTEA en 2020. Se asume que los hábitos sólidos influyen en el éxito académico. Se busca comprender cómo el condicionamiento de estos hábitos de estudio afecta el rendimiento académico. Variables clave incluyen tiempo de estudio, motivación, ambiente de estudio y enfoque de aprendizaje. El objetivo es establecer una relación entre hábitos y rendimiento, beneficiando a estudiantes y educadores.
El enfoque del estudio es aplicado, con un diseño no experimental y transversal. Se busca una relación correlacional entre hábitos de estudio y rendimiento académico, sin afirmar causalidad. Se usaron 97 estudiantes como muestra, seleccionados no al azar. Los datos de hábitos de estudio se recolectaron mediante encuestas Likert y el rendimiento académico se evaluó con análisis documental. La confiabilidad de las variables se midió con coeficientes de Cronbach y expertos revisaron y emitieron su juicio para validar los instrumentos.
El análisis de correlación Pearson mostró una correlación negativa muy baja (-0.088) entre hábitos y rendimiento, indicando que el condicionamiento de hábitos no influye significativamente en el rendimiento académico de estos estudiantes. Sin embargo, se advierte sobre posibles factores no considerados. Se concluye que los resultados deben interpretarse con precaución y sugiere investigaciones adicionales
The study investigates the relationship between study habits and academic performance of Civil Engineering students from UTEA in 2020. It is assumed that solid habits influence academic success. The aim is to understand how the conditioning of these study habits affects academic performance. Key variables include study time, motivation, study environment, and learning approach. The objective is to establish a relationship between habits and performance, benefiting both students and educators. The study's approach is applied, with a non-experimental and cross-sectional design. A correlational relationship between study habits and academic performance is sought, without asserting causality. A sample of 97 students was used, selected non-randomly. Study habit data was collected through Likert surveys and academic performance was evaluated through document analysis. The reliability of variables was measured using Cronbach's coefficients, and experts reviewed and provided their judgment to validate the instruments. The Pearson correlation analysis showed a very low negative correlation (-0.088) between habits and performance, indicating that conditioning of habits doesn't significantly influence the academic performance of these students. However, caution is advised regarding possible unconsidered factors. It is concluded that the results should be interpreted carefully and further research is suggested.
The study investigates the relationship between study habits and academic performance of Civil Engineering students from UTEA in 2020. It is assumed that solid habits influence academic success. The aim is to understand how the conditioning of these study habits affects academic performance. Key variables include study time, motivation, study environment, and learning approach. The objective is to establish a relationship between habits and performance, benefiting both students and educators. The study's approach is applied, with a non-experimental and cross-sectional design. A correlational relationship between study habits and academic performance is sought, without asserting causality. A sample of 97 students was used, selected non-randomly. Study habit data was collected through Likert surveys and academic performance was evaluated through document analysis. The reliability of variables was measured using Cronbach's coefficients, and experts reviewed and provided their judgment to validate the instruments. The Pearson correlation analysis showed a very low negative correlation (-0.088) between habits and performance, indicating that conditioning of habits doesn't significantly influence the academic performance of these students. However, caution is advised regarding possible unconsidered factors. It is concluded that the results should be interpreted carefully and further research is suggested.
Description
Keywords
Rendimiento Académico, Hábitos de Estudio, Ambiente de Estudio, Motivación, Método de Estudio., Academic Performance, Study Habits, Civil Engineering Students, Motivation, Study Method.