Percepción de la Investigación Formativa por estudiantes de Ingeniería y Educación de una Universidad Alto Andina Del Perú

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Resumen

The objective of this study was to compare the overall perception and its dimensions regarding formative research among students of Education Sciences and Engineering at a high-Andean national university in Peru. The research was conducted under a quantitative approach, with a basic type, descriptive-comparative level, and non-experimental design. The sample consisted of 415 students (274 from Education Sciences and 141 from Engineering), selected through a non-probabilistic census-type sampling. Data were collected using a Likert-type questionnaire validated through expert judgment. The results showed that the overall perception of formative research was predominantly at the level of moderate acceptance (53%), followed by the level of high acceptance (36.63%), while 10.4% of the students reported a perception of rejection. In the conceptual, didactic, resources, and relevance dimensions, a tendency toward acceptance levels was observed, whereas the motivational dimension showed a predominance of moderate acceptance. The Mann–Whitney U test indicated that there were no statistically significant differences between students from both programs in the overall perception (p = .068) nor in the conceptual (p = .233), didactic (p = .112), motivational (p = .663), and resources (p = .232) dimensions. However, a statistically significant difference was identified in the relevance dimension (p = .033), with higher values among Education Sciences students. It is concluded that the perception of formative research is similar between both programs in most of its dimensions, with differences observed only in the perception of its relevance within the educational process

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Palabras clave

perceptionformative researchengineeringconceptual dimensiondidactic dimensionmotivational dimensionresourcesrelevancehigher educationhigh-AndeanPercepcióninvestigaciónformativa ingenieríaconceptualdidácticamotivacionalrecursosrelevanciaeducación universidad Altoandina