Bibliographic citations
Cardenas, B., (2024). Las Estrategias de Motivación en el Aprendizaje Significativo de los Estudiantes del I Ciclo de la Facultad de Ingeniería Química y Textil, UNI – 2023 [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9830
Cardenas, B., Las Estrategias de Motivación en el Aprendizaje Significativo de los Estudiantes del I Ciclo de la Facultad de Ingeniería Química y Textil, UNI – 2023 []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/9830
@mastersthesis{renati/1024671,
title = "Las Estrategias de Motivación en el Aprendizaje Significativo de los Estudiantes del I Ciclo de la Facultad de Ingeniería Química y Textil, UNI – 2023",
author = "Cardenas Vargas, Bertha",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2024"
}
The objective of this research work was the training of individuals. Through it, the objective is to contribute to the formation of autonomous, critical, creative and active subjects in the society in which they live. Contrary to what we think, the well-known educational problems in our country are not limited to Basic Education and can easily be seen in Higher Education as well. Therefore, there is a need to know, debate and put into practice fundamental strategies such as motivation in contributing to improving the quality of teaching and learning at the university, which is why this work had as its main objective determine the level of relationship between motivation strategies and significant learning of students of the I Cycle of the Faculty of Chemical and Textile Engineering, UNI – 2023. A quantitative approach was used, its level was descriptive correlational, the sample was made up of 66 students, for the collection of information, two questionnaires were used as instruments, both to measure the motivation strategies and significant learning by the students. In conclusion, it is proven that there is a positive and significant correlation between motivation strategies and the significant learning perceived by students.
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