Relación del e-learning en la autoeficacia académica en estudiantes de los primeros ciclos de odontología
The objective of this research was to determine the relationship between e-learning and the academic self-efficacy of students in the early cycles. The study was a quantitative, cross-sectional, descriptive, and prospective approach, with a non-experimental design of correlational sco...
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| Autors principals: | , , |
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| Format: | Online |
| Idioma: | espanyol |
| Publicat: |
Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
2024
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| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/148536 |
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| Sumari: | The objective of this research was to determine the relationship between e-learning and the academic self-efficacy of students in the early cycles. The study was a quantitative, cross-sectional, descriptive, and prospective approach, with a non-experimental design of correlational scope. The sample consisted of 120 students enrolled in the first and second academic semester of 2022-I at the Professional School of Dentistry of the National University of the Altiplano (Puno -Peru), selected through simple randomsampling. They were evaluated for learning achievement and administered two structured questionnaires. The first questionnaire assessed the electronic learning system through three dimensions: system quality, information quality, and service quality.The second questionnaire evaluated academic self-efficacy with two dimensions: satisfaction and benefits. Chi-square test was used for statistical analysis. The level of learning achievement was deemed acceptable in terms of academic performance and received good qualitative appreciation despite the survey indicating a low level of electronic learning system quality and a medium level of e-learning satisfaction. In conclusion, it was determined that there is no statistically significant relationship between e-learning and academic self-efficacy measured through learning achievement. |
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