Training research and scientifc attitude in students of Universidad de Huanuco

• Autor: Claudio Pinedo, Jhoyse Milú
• Formato: artículo
• Fecha de Publicación: 2018
• Institución: Universidad de Huánuco
• Repositorio: Revistas - Universidad de Huánuco
• Lenguaje: español
• OAI Identifier: oai:ojs2.localhost:article/171
• Enlace del recurso: http://revistas.udh.edu.pe/index.php/udh/article/view/61e
• Nivel de acceso: acceso abierto
• Materia: Investigación formativa; actitud científca; Training research; scientifc attitude; Pesquisa formativa; atitude científica

Objective. To establish the relationship between formative research and scientific attitude of students of the School of Education Sciences. Methods. The type of study was cross-sectional, at a relational level. The study population comprised 71 teachers and 233 students, while the sample consisted of 54 participants. It was obtained through a non-probabilistic and intentional sampling. Study units were selected among students of the last 4 semesters from both campuses in Huanuco and Tingo Maria of the same University, during the academic year 2014-II. Two questionnaires —of attitudes and opinions of 30 items—were applied to obtain final values of variables under study. It was based on a Likert scale with an assessment of 5, 4, 3, 2 and 1. Therefore, they meant always, almost always, sometimes, almost never and never respectively. The first questionnaire was applied to determine the level of scientific attitude acquired by 2 students during their professional training. The second questionnaire was applied to a sample comprised of teachers to determine the level of formative research that they promote in the students. Statistical dispersion and a correlation coefficient called Pearson’s chi-squared test were used for analysis and data interpretation. Results. There is a positive correlation, but not necessarily strong, due to several factors that influence the professional and didactic profile of teachers and the habits of rigorous research in students. Conclusion. In conclusion, scores achieved by teachers determine students’ scores during their professional training.