Self-Regulated Learning of Statistics and Tics Integration in University Students

Authors

  • José Antonio Manco Chávez Cesar Vallejo University, Lima, Peru
  • José Alberto Paredes Castellanos Technological University of Peru, Lima, Peru
  • Dora Julia Briceño de Paredes Technological University of Peru, Lima, Peru
  • Nelson Jesús Campos Rosendo Technological University of Peru, Lima, Peru
  • Luz Petronila Blas Montenegro Universidad Católica Sedes Sapientiae, Lima, Peru
  • Mary Rosaura Diaz Hinostroza National Technological University of Lima South, Lima, Peru
  • Flor by María Sánchez Aguirre Cesar Vallejo University, Lima, Peru
  • Edwin Roque Tito National University of Cañete, Lima, Peru
  • Jesús Virgilio Luque Rivera National Technological University of Lima South, Lima

DOI:

https://doi.org/10.15379/ijmst.v10i3.2043

Keywords:

Self-Regulated Learning, Technology Integration, Cronbach’s Alpha

Abstract

The objective of the research was to determine the level of relationship between self-regulated learning of statistics and tics integration in university students. The methodology was non-experimental, quantitative, correlational, and cross-sectional, at a single point in time. A non-probabilistic, non-random, convenience sampling was used. Then, using the snowball technique, the instrument was applied to a total of 433 students, to whom a questionnaire validated with Cronbach’s alpha was applied as an instrument, with 39 questions on a Likert scale measuring the variables self-regulated learning and integration of information and communication technologies, with the dimensions: planning, self-regulation, self-assessment and proactive incorporation, motivation, and competences, respectively. It is concluded of the total inferential analysis, that there are significant differences in the average values of the analysis since planning is among the moderately high levels while in the other dimensions the values do not reach the total high value determined in the measurement scale, which indicates the need to instruct in this phase to improve the integration of self-regulated learning. Spearman’s correlation coefficient at a significance level of 0.01 shows a value of 0.828. These results allowed concluding that there is a positive and statistically significant relationship for the level of self-regulated learning and integration of information and communication technologies as variables. In addition, when analyzing the percentage levels as a result, it was obtained that in the self-planning dimension there is 82% in the advanced level, in the variable integration of information and communication technologies and its dimension proactive incorporation it was also reached in an advanced level 81.1%, likewise it can be mentioned that in the results it was obtained in the integration of information and communication technologies an advanced level of  81.1% which are the results of the virtual classes taken as a strategy in education and bringing strengths in the new approach to education.

Downloads

Download data is not yet available.

Downloads

Published

2023-09-24

How to Cite

[1]
J. A. M. . Chávez, “Self-Regulated Learning of Statistics and Tics Integration in University Students”, ijmst, vol. 10, no. 3, pp. 2737-2749, Sep. 2023.

Most read articles by the same author(s)