Teaching performance and inclusive practice in higher education

• Autor: Valcazar Montenegro, Guimel Christopher
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Universidad Científica del Sur
• Repositorio: Revistas - Universidad Científica del Sur
• Lenguaje: español
• OAI Identifier: oai:revistas.cientifica.edu.pe:article/671
• Enlace del recurso: https://revistas.cientifica.edu.pe/index.php/desdeelsur/article/view/671
• Nivel de acceso: acceso abierto
• Materia: Desempeño; inclusión; planificación; evaluación; aprendizaje; Performance; inclusive; planning; evaluation; learning

The objective of this research was to determine the relationship between teaching performance and inclusive practice from the perspective of students of automotive mechanics at CETPRO Benjamín Galecio Matos, in Lima. The study was of an applied nature, with a non-experimental design, employing a quantitative approach. The sample selected consisted of 230 students from the aforementioned educational institution, who were selected probabilistically. Two surveys were conducted, with the aim of compiling information regarding the study variables: one for teaching performance consisting of 18 items; and one consisting of 21 items for inclusive practice. The hypothesis was tested using the Rho Spearman = .793, (p-value = .000 <0.01), with sufficient statistical information collected to test the research hypothesis. The study demonstrated the existence of a considerable and significant relationship between teaching performance and inclusive practice from the perspective of students of automotive mechanics at CETPRO Benjamín Galecio Matos, in Lima; in other words, where there is adequate teaching performance, this will be reflected in an increase in inclusive practice.