RESUMENEl propósito de investigación fue evaluar las competencias del perfil de egreso de un programa de estudios del nivel superior, en lo que se refiere al nivel de logro de las mismas y los mecanismos empleados para su desarrollo. A través de un muestreo intencional no probabilístico se seleccionó como muestra de estudio a los 18 estudiantes que cursaron el IX ciclo, durante el semestre académico 2019-II, considerando que este es el semestre superior en la implementación de la estructura curricular vigente. Se empleó el método evaluativo enfocado desde la complementariedad paradigmática; si bien fue desarrollado mayoritariamente con una metodología cuantitativa, esta fue complementada con técnicas cualitativas. Los resultados obtenidos evidencian que, de los cuatro mecanismos de desarrollo considerados en este estudio, solo los componentes curriculares muestran un alto niv...

El propósito de este trabajo de investigación fue evaluar los mecanismos de desarrollo y el nivel de logro de las competencias del perfil de egreso planteadas en la estructura curricular 2015-2019 del Programa de Lengua, Literatura, Psicología y Filosofía de la UNA Puno. El problema de investigación, que surgió de la necesidad expresa de corroborar el desarrollo de las competencias del perfil de egreso, se resume en la siguiente interrogante: ¿Cuáles son los mecanismos de desarrollo y el nivel de logro de las competencias del perfil de egreso planteadas en la estructura curricular 2015-2019 del Programa de Lengua, Literatura, Psicología y Filosofía de la UNA Puno? Para tal efecto, realizamos esta investigación desde la complementariedad metodológica, cuantitativa y cualitativa, aplicando diversas técnicas e instrumentos de investigación. Los resultados obtenidos evidencian ...

The research sought to apply formative research, using strategies such as information gathering, research seminar and monograph to improve communication and research skills in university students. These strategies were linked to a profile of a promoter teacher that manages research methodology and incorporates it into their pedagogical practice. The research corresponds to the quantitative approach and the experimental level, with a quasi-experimental design with pre- and post-test. The sample consisted of 77 students (experimental group) and 63 (control group), who were applied pre and post test to measure their communication skills (listening, speaking, reading and writing) and investigative (observe, describe, analyze, synthesize and interpret). The instruments used to collect data were the written test and the rubric. The statistical analysis was based on the difference of means with...

The research sought to apply formative research, using strategies such as information gathering, research seminar and monograph to improve communication and research skills in university students. These strategies were linked to a profile of a promoter teacher that manages research methodology and incorporates it into their pedagogical practice. The research corresponds to the quantitative approach and the experimental level, with a quasi-experimental design with pre- and post-test. The sample consisted of 77 students (experimental group) and 63 (control group), who were applied pre and post test to measure their communication skills (listening, speaking, reading and writing) and investigative (observe, describe, analyze, synthesize and interpret). The instruments used to collect data were the written test and the rubric. The statistical analysis was based on the difference of means with...

The research sought to apply formative research, using strategies such as information gathering, research seminar and monograph to improve communication and research skills in university students. These strategies were linked to a profile of a promoter teacher that manages research methodology and incorporates it into their pedagogical practice. The research corresponds to the quantitative approach and the experimental level, with a quasi-experimental design with pre- and post-test. The sample consisted of 77 students (experimental group) and 63 (control group), who were applied pre and post test to measure their communication skills (listening, speaking, reading and writing) and investigative (observe, describe, analyze, synthesize and interpret). The instruments used to collect data were the written test and the rubric. The statistical analysis was based on the difference of means with...