Bibliographic citations
Valenzuela, B., (2022). Competencias digitales y estrategias de aprendizaje: su relación con el rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica UNI [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2407
Valenzuela, B., Competencias digitales y estrategias de aprendizaje: su relación con el rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica UNI []. PE: Universidad Antonio Ruiz de Montoya; 2022. http://hdl.handle.net/20.500.12833/2407
@mastersthesis{renati/1007310,
title = "Competencias digitales y estrategias de aprendizaje: su relación con el rendimiento académico de estudiantes de estudios generales de la Facultad de Ingeniería Eléctrica y Electrónica UNI",
author = "Valenzuela De La Cruz, Basilio",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2022"
}
The objective of this research was to determine the extent of a potentially significant relationship between digital skills, learning strategies and academic performance in the students of the General Studies Program of the Faculty of Electrical and Electronic Engineering of UNI. The research was quantitative, non-experimental, transectional and correlational. The questionnaire for the study of the Digital Competence of Higher Education Students (CDAES) was utilized for the collection of data concerning the digital competences of the student body; in order to evaluate the learning strategies, the ACRA test was used and the academic performance was overviewed from the weighted averages accumulated per semester, generated by the Central Registry and Statistics Office (ORCE). The sample consisted of 110 students from the 3 specialties: Electrical, Electronic and Telecommunications Engineering. All in all, no significant relationship was determined between digital skills and academic performance. Since the students’ performance is mainly exposed on the main traits of the students and teachers’ abilities, together with the educational environment, these competences do not influence their abilities ortheir grades. A relationship between the 4 scales of learning strategies and academic performance was determined with a Pearson coefficient of 0.321 and a significance of 0.001. The correlation between the Information Acquisition and Performance scale was the highest one (0.425**) as it is basic and very user-friendly. The correlation between Coding and performance was low (0.219*) because it required more knowledge, time and effort in its use, thus impairing Recovery (0.178*). The correlation between Support and performance was moderate (0.264**).
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