Self-perception on the Acquisition of Investigative Competencies in the Context of Virtual Learning during Covid-19

Research training promotes the development of students' research skills and competences. For this reason, the study focuses on analyzing the self-perception of the acquisition of research competences of mechanical and electrical engineering students at the National Technological University of Lima Sur, located in Peru. The purpose of determining these results is to generate a research culture in the university context, by means of policies, strategies and knowledge management mechanisms supported by the use of information and communication technologies (ICT). The research will be carried out in the year 2022, and from the methodological point of view it is descriptive and non-experimental design of transversal type. A questionnaire was designed for data collection, consisting of 12 indicators;the reliability of the data collected was assessed using Cronbach's alpha, whose value was 0.817. As there is no research training from the initial level of the curriculum plan that is aimed at enhancing the scientific and technological capabilities of the student, the results reveal that 72% failed to complete the development of scientific articles. With regard to the difficulties and/or weaknesses identified, they are centred on the low level of knowledge of quantitative or qualitative research, the concepts of techniques and instruments for data collection and discussion of results. © 2022 by the authors.

Virtualization of Teaching and Learning of Engineering Students and its Impact on Self-Perception of Attitude Acquisition, in the Context of COVID-19

This present describes the results of the evaluation regarding the self-perception of personal and social attitudes acquired by university students from an engineering faculty at a state university in Peru, in the context of virtual teaching and learning, declared by the health emergency by COVID-19;For which the following objectives were proposed, to determine the variation or impact that the self-perception of personal and social attitudes experienced, having as reference scenarios, the academic semester with face-to-face teaching (academic semester 2019B) and then the academic semester developed totally virtual (2020A). An exploratory-descriptive research level was used, with a longitudinal non-experimental design, whose population and sample is made up of 674 and 761 students, in the 2019B and 2020A semesters respectively. The data collection instruments were validated through Cronbach's Alpha, whose average results per academic semester were 0.960 and 0.958. After the investigation, it was found that there is no negative impact, due to virtual teaching;On the contrary, on average, there was an increase in all levels of satisfaction, increasing the level very satisfied by 52.8% and the level satisfied by 3.25%. © 2021, International Journal of Emerging Technologies in Learning. All Rights Reserved.