What kinds of innovations do we need in education?

Peer reviewe

Social representations on writing the final research paper of the mining engineering career in students and teachers of a semipresential programme

Every research process essentially involves activities such as reading and writing, actions that are not always carried out successfully by students, nor adequately guided by teachers. Knowing what teachers and students think and feel about academic writing is of interest to educational institutions that constantly seek to improve their teaching, counselling and follow-up processes. The purpose of this study is to investigate the social representations of teachers who guide the completion of the Final Research Paper (FRP) and students who have prepared such writings in the mining engineering career of a semipresential university programme. To this end, the focus group technique was applied to five university teachers who provide face-to-face advice on the final grade work of the mining engineering career and five individual and group interviews to students who completed the writing of these papers. A qualitative methodology and the technique applied for the interpretation of the data are used for content analysis. The information was obtained from the application of an individual interview guide and a focus group guide. The results reveal differences in the way the writing of the FRP is conceived, and there are coincidences in the need for classroom-based courses that lead to the development of such complex works as this one and to highlight the experience of the advisors in the subject matter rather than in the methodological domain

Experimental evaluation of the water-gas balance generated by solid waste from Quebrada Honda landfill in Yura district, Arequipa

The objective of this study was to evaluate experimentally the water-gas balance generated by solid waste from Quebrada Honda landfill at Yura district, Arequipa, where the solid waste from 14 districts of Arequipa (Peru) is disposed. The study was developed over a period of seven years and five months. By 2017 per capita production was 0.492 kg/hab/day with a municipal generation of 709.46 T/day of solid waste from 17 municipalities in Arequipa. Biogas generation is highest on platform 2 and 5, with an average of 35% V/V, with the minimum amount of methane generation to generate energy of 20% V/V. Platform I, which is 05 years old when was evaluated, showed absence of hydrogen sulfide, with a difference in the chimney. In the water-gas balance the degradation of organic compounds was considered that can be slowly or rapidly biodegradable, the total amount produced of biogas is 666 319 m3, which corresponds to the organic matter of 335-646.59 T. The total amount of biogas produced is 666 319 m3, which corresponds to the organic matter of 335-646.59 T. The water consumed in the formation of the gas produced during the anaerobic decomposition of the organic components is equal to 55 381,69 T of water, where 2385,42 T of H₂O is lost, lost as water vapour that evaporates 54 505,78 T of water. In short, the balance of matter for water has 359 060.39 m3 accumulated in the landfill up to 16.67% of its volume

Academic procrastination, self-esteem, and self-efficacy in first-term university students in the city of Lima

The purpose of this study is to determine the relationship between academic procrastination and self-esteem and self-efficacy in university students in metropolitan Lima, 2019. The population consisted of 5,800 students, from which a sample of 566 subjects was extracted (283 male, 283 female), aged between 16 and 19 years. The study subjects were selected from the first two terms of 5 universities (4 private and 1 public) in metropolitan Lima. The following instruments were used: The Academic Procrastination Scale (APS), the Specific Perceived Self-efficacy Scale of Academic Situations (SPSSAS) and the Rosenberg Self-Esteem Scale, the same that evidenced having psychometric properties of reliability (the method of applying internal consistency) and construct validity (an exploratory factor analysis was performed). The results show that there is a relationship between self-esteem and academic procrastination as Spearman’s correlation is -.163, the effect size is 0.4037 and the statistical power is 1.00. While the ratio between procrastination and self-efficacy is -.220, the size of the effect is 0.4690, and the statistical power exceeds 0.80, obtaining the value of 1.00. It is concluded that in both cases there are very weak type correlations. However, the effect size is large and the statistical power is very high

The characteristics of academic plagiarism in four universities in the city of Arequipa: a comparative study conducted on male and female students

The objective of this study is to characterize academic plagiarism in male and female students from four universities in the city of Arequipa, Peru. The sample consisted of 1370 students, including 717 females (52.3%) and 653 males (47.7%). A questionnaire was distributed to the students with closed questions that evaluate the behaviours and perceptions about academic plagiarism from a multidimensional point of view. A quantitative approach to cross- sectional descriptive design was proposed. The results indicate that, regarding behaviour towards academic plagiarism, there are similarities in the answers given by both females and males, who stated that “once” they had behaviours related to plagiarism in the university. Regarding the perception of this phenomenon in basic processes of citation and referencing of the sources used, there were some differences between the genders. The survey concludes that both female and male students show similar behaviours and perceptions regarding situations related to acts of academic plagiarism

Self-efficacy and academic procrastination: a study conducted in university students of Metropolitan Lima

The objective of this study is to determine the relationship between self-efficacy and academic procrastination in university students of Metropolitan Lima, in the year 2019. The sample consisted of 712 subjects, including 344 male and 368 female subjects between the ages of 16 and 21 years old selected undertaking their first two terms at 7 private and public universities in the city of Metropolitan Lima. The sample was evaluated with the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA) and with the Academic Procrastination Scale (EPA). Both instruments evidenced having psychometric properties of reliability, according to the internal consistency method, and construct validity through exploratory factor analysis. The results show that there is a relationship between self- efficacy and academic procrastination since Spearman’s correlation is -.139 and the effect size is 0.373. The statistical power is 1.00, so it is concluded that the results can be generalized to the entire population of university students in the city of Lima

Project-oriented learning for the achievement of educational outcomes

This article exposes the practice and results of the use of the methodology Project Oriented Learning, developed over 6 years-during the semesters concerned from the Third to the Sixth semester-with the students of the Heavy Machinery Maintenance Management Career belonging to the Tecsup Educational Institution in Lima, Peru. For its execution, processes were generated-and currently are generated-administrative that are added to the Apostolate of Teacher Advisors with allocation of hours for accompaniment recognized by the Institution-The first Educational Outcomes was an average of 33% of graduates with a Professional Degree 6 months after completing their studies. The success in the functioning of this Methodology was due-and now it is due to-the correct performance of those who were-and are in the present-involved, for which in this opportunity the pertinent and just mention is made. The Integrating Projects in the formation Higher Academic-as it was proved convincingly-allowed-and currently allow-to develop the technical and personal competences enunciated in the profile of the student, during the respective professional training, as Educational Outcomes. The competences developed through the application of this Methodology-as we have described here-correspond to the areas of Innovation, Design and Management, with an achievement percentage of 82% in the semester 2017. Likewise, it can be verified that the graduates apply their knowledge of mathematics, science and technology to identify and solve problems in 85% of achievement. In addition, they operated effectively as a team with a 94% achievement and allowed a 93% achievement in the generation of communication competence effectively in oral, written and graphic

Green environmentally sustainable flipped classrooms using social networks

The objective of this study is to implement the model of flipped classrooms through the use of social networks to improve the attendance and academic performance of master students in management of virtual environments for learning (600 UCSM Scholarship) in the province of Mariscal Nieto, Moquegua region. To this end, a non experimental cross-sectional design study was carried out. In addition, the study was explanatory, the sample was composed by 55 students from the Master's Scholarship 600, who were interviewed using a closed-question interview guide as an application tool. The results show that 25 students (45.45%) responded that they "always" accessed the virtual classroom through social networks to interact with class sessions; 31 students (56.36%) responded that they "strongly agree" that to produce monographs is easier when the teacher relies on audiovisual resources such as the virtual classroom; 20 students (36.36%) responded that they consider this method of inverted classroom project as "strongly didactic"; and finally 26 students (45.45%) responded that the use and management of flip classrooms allowed them to improve their attendance

Relationship between academic procrastination and attributions of achievement motivation

The research aims to determine the relationship between the tendency to academic procrastination and the motivational attributions of achievement in students of the seventh cycle of the EBR of the province of Arequipa. The research is divided into two, first the adaptation and validation of the General Achievement Attribution Motivation Scale (EAML-G) of Durán-Aponte and Pujol (2013) to a secondary level student population, for this, the data are collected from a sample of 72 students, of which 35 were women and 37 men between 15 and 17 years old; the items for the new population were modified; The results show that the adapted General Achievement Motivation Scale (EAML-G) is valid and reliable to identify the causal attributions of general performance in secondary level students. The second research was focused on determining the relationship itself, for this the analysis was made in a representative sample of 677 students, aged between 14 and 19 years, with an average of 15.78 years, of which 476 were male and 201 women, it was found that procrastination is inversely related to the attributions to the interest, capacity, characteristics of the task and teacher evaluation, likewise, the relationship between Academic Procrastination and age is fragile