Estrategia didáctica juego de roles y formación para competencias en estudiantes de Administración, Universidad Nacional de Trujillo, 2021| - 2022
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Date
2024
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo general: Determinar la relación que hay entre la estrategia didáctica Juego de roles y la Formación por competencias en los estudiantes de Administración de la Universidad Nacional de Trujillo, 2021- 2022. El problema fue ¿Qué relación hay entre la estrategia didáctica Juego de roles y la Formación por competencias en los estudiantes de Administración? Se utilizó un diseño de investigación no experimental, tipo correlacional, de corte transversal. La población estuvo conformada por 600 estudiantes, y la muestra por 234; se aplicó la técnica de la encuesta con su instrumento el cuestionario, y el análisis documental a través de la Ficha de registro de datos. Como resultado principal se ha determinado que la estrategia didáctica juego de roles califica a un nivel alto; observándose una diferencia en puntaje entre los primeros ciclos (3.84) y ciclos superiores (4.02), puesto que en los últimos ciclos se tiene mayor conocimiento y práctica de la citada estrategia; y en cuanto al fortalecimiento de las competencias de los estudiantes también califica a nivel alto, observado una diferencia entre los primero ciclos (3.92) y ciclos superiores (4.20), puesto que a medida que se avanza en la carrera se van desarrollando tales competencias. En base al coeficiente de Rho Spearman de 0,714 y un nivel de significación de 0,00, se concluyó que existe una correlación positiva significativa entre la estrategia didáctica Juego de roles y formación de competencias de los estudiantes.
The general objective of this research was: To determine the relationship between the Role Play didactic strategy and Competency Training in Administration students at the National University of Trujillo, 2021-2022. The problem was: What relationship is there between the Role Play didactic strategy and Competency Training in Administration students? A non-experimental, correlational, cross-sectional research design was used. The population was made up of 600 students, and the sample was made up of 234; The survey technique was applied with its instrument, the questionnaire, and documentary analysis through the data registration form. As a main result, it has been determined that the role-playing didactic strategy qualifies at a high level; observing a difference in score between the first cycles (3.84) and higher cycles (4.02), since in the last cycles there is greater knowledge and practice of the aforementioned strategy; and in terms of strengthening the students' skills, it also rates at a high level, with a difference observed between the first cycles (3.92) and higher cycles (4.20), since as the degree progresses, such skills are developed. Based on the Rho Spearman coefficient of 0.714 and a significance level of 0.00, it was concluded that there is a significant positive correlation between the Role Play teaching strategy and the formation of student competencies.
The general objective of this research was: To determine the relationship between the Role Play didactic strategy and Competency Training in Administration students at the National University of Trujillo, 2021-2022. The problem was: What relationship is there between the Role Play didactic strategy and Competency Training in Administration students? A non-experimental, correlational, cross-sectional research design was used. The population was made up of 600 students, and the sample was made up of 234; The survey technique was applied with its instrument, the questionnaire, and documentary analysis through the data registration form. As a main result, it has been determined that the role-playing didactic strategy qualifies at a high level; observing a difference in score between the first cycles (3.84) and higher cycles (4.02), since in the last cycles there is greater knowledge and practice of the aforementioned strategy; and in terms of strengthening the students' skills, it also rates at a high level, with a difference observed between the first cycles (3.92) and higher cycles (4.20), since as the degree progresses, such skills are developed. Based on the Rho Spearman coefficient of 0.714 and a significance level of 0.00, it was concluded that there is a significant positive correlation between the Role Play teaching strategy and the formation of student competencies.
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HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History