Factors associated with the self-valuation of the learning of procedural content of the scientific method in university students

Abstract

Objective. To determine what are the factors associated with the self-assessment of the learning of procedural content of the scientific method in students of the University of Huánuco, Huánuco, 2018. Methods. The methodology used considers the following design: prospective, transversal, observational and analytical. He had a quantitative approach, because the need for statistical analysis of the information is present. It corresponds to the relational level, so its main characteristic is the bivariate statistical analysis. He studied a sample made up of 741 students from the University of Huánuco who passed the Thesis Seminar course or its equivalent, according to the professional career. The sample was calculated from a study population of 2417 students, with a 95 % confidence  level and an accuracy of 3 %. Results. It was shown that there is an association between the attitude towards research, the motivation for the course, the understanding of theoretical concepts, the contradiction between teachers, the student’s academic background, the teacher-student interaction and the student’s work situation with the self- assessment of the Learning procedural content of the scientific method. Conclusion. Keeping in mind what are the factors associated with learning procedural content opens the doors for further analysis in order to find a solution to the problem under study.