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.

Academic Performance before and during the State of Emergency due to Covid-19: Analysis from the Perspective of Distance Education

Faced with Covid-19, and the need to adapt to environments that guarantee continuity of educational service in the context of social distancing, many universities did not initially plan the mechanisms for adapting to the virtual modality adequately. Therefore, this period of transition to e-learning was characterised by a decrease in academic performance . This article reports on a study that focused on determining whether the transition from a classroom to a virtual teaching–learning model had an effect or influence on the academic performance of university students in mechanical and electrical engineering at a public university in Peru during the period 2018 to 2021. The purpose of the study was to ensure the quality of the education system in the face of the implementation of a hybrid mode of teaching. Methodologically, a descriptive type of investigation and longitudinal non-experimental design were undertaken. The research methodology followed a hypothetical-deductive approach. The number of participants was 157 and a registration form was used to collect data on the indicators that made up the academic performance variable. The results reveal that the switch to a virtual teaching–learning modality significantly influenced the academic performance of the students. Student’s t-test found a significance equal to 0.000. Passing grades were achieved by 98.57% of students under the virtual teaching–learning modality, compared to 68.4% under classroom learning. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

Satisfaction of University Students with Teaching Performance, When Applying Virtual Teaching in the Context of COVID-19

This article aims to analyze the satisfaction of university students from the perspective of teaching performance, in face-to-face (2019-II) and virtual (2020-I) teaching-learning, due to the health emergency, declared in Peru, by COVID-19. These results will allow the Public University to implement continuous improvement plans in the teaching-learning development of the virtual environment. When performing the comparative analysis, it was determined that the careers that present the greatest satisfaction in 2020 - I, are business administration with 82.97% and systems engineering with 78.07%. Then it was identified that the indicators that present a greater negative variation are "The quality of the development of classes and activities" with 5.88%, and "Treatment of students during class", with 2.49%. With these results it can be indicated that the satisfaction of the students has presented a slight positive variation towards the teaching performance when applying the virtual modality.

Distance Education and Student Satisfaction Regarding the Pedagogical Support Services Provided in Virtual Teaching-learning Environments

The objective of this article is to know the satisfaction of students with online pedagogical support services, generated by the context of distance education due to the COVID-19 pandemic, which have been provided with various technological tools. During the development of the research, it was determined that there is a satisfaction with the pedagogical support of 61.2%, being the indicators of health services and welfare university, those that present the highest satisfaction both with 62.3%, on the other hand, are the indicators registrations and license plates, and psychopedagogical services those that present a greater dissatisfaction of 32.7 and 32.2, respectively. Although the pedagogical support provided by the university must continue to be improved, a slight improvement has been determined with the previous semester in which the adaptation of online services began, since dissatisfaction on the part of students decreased by 9.18%.

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.