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Serrano, J., (2024). Aprendizaje colaborativo y rendimiento académico en estudiantes de ingeniería civil Cusco, 2021 [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/6475
Serrano, J., Aprendizaje colaborativo y rendimiento académico en estudiantes de ingeniería civil Cusco, 2021 []. PE: Universidad Andina del Cusco; 2024. https://hdl.handle.net/20.500.12557/6475
@phdthesis{renati/23837,
title = "Aprendizaje colaborativo y rendimiento académico en estudiantes de ingeniería civil Cusco, 2021",
author = "Serrano Flores, José Francisco",
publisher = "Universidad Andina del Cusco",
year = "2024"
}
Title: Aprendizaje colaborativo y rendimiento académico en estudiantes de ingeniería civil Cusco, 2021
Authors(s): Serrano Flores, José Francisco
Advisor(s): Quispe Berrios, Haydee
OCDE field: https://purl.org/pe-repo/ocde/ford#5.03.00
Issue Date: 26-Feb-2024
Institution: Universidad Andina del Cusco
Abstract: La presente investigación tuvo por objetivo determinar el grado de influencia de la aplicación
del aprendizaje colaborativo en el rendimiento académico de los estudiantes de Ingeniería
Civil en el área de concreto armado de la Universidad Nacional de San Antonio Abad del
Cusco en el año 2021. Bajo una metodología de enfoque cuantitativo, de tipo aplicada,
alcance explicativo y de diseño no experimental-cuasiexperimental, donde se consideró un
grupo control (25) y un grupo experimental (25). La población de estudio fueron los
estudiantes de Ingeniería Civil de la Universidad Nacional de San Antonio Abad del Cusco,
que estuvieron llevando el área de concreto armado I, conformado por 50 estudiantes. La
técnica e instrumentos de recolección que se utilizó fue una prueba práctica conformada por
20 ítems. Por lo tanto, se tuvo como resultado que, en el pre test tanto el grupo control como
el grupo experimental no tuvieron diferencias significativas en cuanto a su rendimiento
académico, sin embargo, el nivel del rendimiento académico de los estudiantes del semestre
2021-1 y 2021-2 sometidos a la estrategia de aprendizaje colaborativo tuvo una tendencia de
bueno a excelente, puesto que el 72,0% tuvo un rendimiento bueno, seguido del 28,0% que
logró un excelente rendimiento académico en el semestre 2021-1. Asimismo; los estudiantes
del semestre 2021-2, tuvieron una tendencia de bueno a excelente, puesto que el 68,0% tuvo
un rendimiento bueno, seguido del 32,0% que logró un excelente rendimiento académico.
En tal sentido se concluyó que la aplicación de la estrategia de aprendizaje colaborativo
mejora significativamente el rendimiento académico de los estudiantes de Ingeniería Civil
en el área de concreto armado de la Universidad Nacional de San Antonio Abad del Cusco
en el año 2021, en un 27.93%.
The purpose of this research was to determine the degree of influence of the application of collaborative learning on the academic performance of Civil Engineering students in the area of reinforced concrete at the National University of San Antonio Abad del Cusco in the year 2021. Under a quantitative approach methodology, applied type, explanatory scope and nonexperimental-quasi-experimental design, where a control group (25) and an experimental group (25) were considered. The study population was the Civil Engineering students of the National University of San Antonio Abad of Cusco, who were carrying out the reinforced concrete area I, made up of 50 students. The collection technique and instruments used was a practical test made up of 20 items. Therefore, the result was that, in the pre-test, both the control group and the experimental group did not have significant differences in terms of their academic performance, however, the level of academic performance of the students of the 2021-1 semester and 2021-2 that were subjected to the collaborative learning strategy had a trend from good to excellent, since 72.0% had good performance, followed by 28.0% who achieved excellent academic performance in the 2021-1 semester. Likewise, the students of the 2021-2 semester had a trend from good to excellent, since 68.0% had a good performance, followed by 32.0% who achieved an excellent academic performance. In this sense, it was concluded that the application of the collaborative learning strategy significantly influences the academic performance of Civil Engineering students in the area of reinforced concrete of the National University of San Antonio Abad del Cusco in the year 2021, by 27.93%.
The purpose of this research was to determine the degree of influence of the application of collaborative learning on the academic performance of Civil Engineering students in the area of reinforced concrete at the National University of San Antonio Abad del Cusco in the year 2021. Under a quantitative approach methodology, applied type, explanatory scope and nonexperimental-quasi-experimental design, where a control group (25) and an experimental group (25) were considered. The study population was the Civil Engineering students of the National University of San Antonio Abad of Cusco, who were carrying out the reinforced concrete area I, made up of 50 students. The collection technique and instruments used was a practical test made up of 20 items. Therefore, the result was that, in the pre-test, both the control group and the experimental group did not have significant differences in terms of their academic performance, however, the level of academic performance of the students of the 2021-1 semester and 2021-2 that were subjected to the collaborative learning strategy had a trend from good to excellent, since 72.0% had good performance, followed by 28.0% who achieved excellent academic performance in the 2021-1 semester. Likewise, the students of the 2021-2 semester had a trend from good to excellent, since 68.0% had a good performance, followed by 32.0% who achieved an excellent academic performance. In this sense, it was concluded that the application of the collaborative learning strategy significantly influences the academic performance of Civil Engineering students in the area of reinforced concrete of the National University of San Antonio Abad del Cusco in the year 2021, by 27.93%.
Link to repository: https://hdl.handle.net/20.500.12557/6475
Discipline: Ciencias de la Educación
Grade or title grantor: Universidad Andina del Cusco. Escuela de Pos Grado
Grade or title: Doctor en Ciencias de la Educación
Juror: De La Torre Dueñas, Cleto; Aguirre Espinoza, Edwards Jesús; Condori Chauca, Mery Luz; Huamanga Gamarra, Zoraida
Register date: 13-Jun-2024
This item is licensed under a Creative Commons License