Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies
Introduction: YouTube is a huge catalog of videos on various topics, and it is a precept to come to this social network to see tutorials and answer questions regarding a specific topic. The eduyoutubers facilitate the work as educational edutubers, but to be precise and rigorous in the selection of...
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UNIVERSIDAD ANTONIO NARIÑO
2021
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| Online Access: | https://revistas.uan.edu.co/index.php/papeles/article/view/1518 |
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| author | Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina |
| author_facet | Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina |
| author_sort | Rodríguez Guardado, María del Socorro |
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| description | Introduction: YouTube is a huge catalog of videos on various topics, and it is a precept to come to this social network to see tutorials and answer questions regarding a specific topic. The eduyoutubers facilitate the work as educational edutubers, but to be precise and rigorous in the selection of these, it is necessary to have resources and tools that allow us to evaluate them, under pedagogical criteria. This study presents as the main objective of the research, it defines a selection process that will determine a catalog of pedagogical and didactic videos of mathematics, for the secondary educational level in Italy, and in relation to those videos most used by the students. Methodology: A total of 4845 students, between the ages of 13 and 22 living in Italy, were asked which edutuber and/or YouTube channels they use to support mathematical learning, then five videos were analyzed and the aspects to be evaluated were identified in relation to the following criteria: curricular; technical, aesthetic and expressive; pedagogical; didactic mathematics; and accessibility. As an instrument for data and information collection, a questionnaire was acquired that was validated through expert judgment, Cronbach’s Alpha. Results and discussion: The results mainly show that the students use the YouTube social network, as the main resource for consultation and help, to understand mathematics at secondary educational levels, noting that there is no specific profile for the use of this social network. Conclusions: it is concluded that the clarity of the content presented is important for the students, but it is important above all how it is presented, when distinguishing the two channels that, given the parity of well-presented content, attend to and take care of the technical, aesthetic and expressive aspects. |
| format | Digital |
| id | revistas.uan.edu.co-article-1518 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2021 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-15182024-07-18T14:04:05Z Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies: Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina método de aprendizaje afectividad motivación voluntad estudiante universitario Learning method affectivity motivation volition university student Introduction: YouTube is a huge catalog of videos on various topics, and it is a precept to come to this social network to see tutorials and answer questions regarding a specific topic. The eduyoutubers facilitate the work as educational edutubers, but to be precise and rigorous in the selection of these, it is necessary to have resources and tools that allow us to evaluate them, under pedagogical criteria. This study presents as the main objective of the research, it defines a selection process that will determine a catalog of pedagogical and didactic videos of mathematics, for the secondary educational level in Italy, and in relation to those videos most used by the students. Methodology: A total of 4845 students, between the ages of 13 and 22 living in Italy, were asked which edutuber and/or YouTube channels they use to support mathematical learning, then five videos were analyzed and the aspects to be evaluated were identified in relation to the following criteria: curricular; technical, aesthetic and expressive; pedagogical; didactic mathematics; and accessibility. As an instrument for data and information collection, a questionnaire was acquired that was validated through expert judgment, Cronbach’s Alpha. Results and discussion: The results mainly show that the students use the YouTube social network, as the main resource for consultation and help, to understand mathematics at secondary educational levels, noting that there is no specific profile for the use of this social network. Conclusions: it is concluded that the clarity of the content presented is important for the students, but it is important above all how it is presented, when distinguishing the two channels that, given the parity of well-presented content, attend to and take care of the technical, aesthetic and expressive aspects. Introducción: promover y reconocer estilos de aprendizaje y estrategias volitivas en estudiantes universitarios puede contribuir a fortalecer sus capacidades cognitivas, motivacionales y socioafectivas. En las últimas décadas, se ha planteado el problema de la educación en cuanto a las diferencias de género, por ello, la pregunta es esta: ¿existen diferencias entre los estilos de aprendizaje y las estrategias volitivas en cuanto al género? El objetivo de esta investigación fue identificar la relación entre los estilos de aprendizaje y las estrategias volitivas en un comparativo de género. Metodología: se utilizó un método cuantitativo, correlacional de alcance transversal. Participaron 121 estudiantes de una universidad pública del estado de Puebla (México): el 68,60 % fue del género femenino y el 31,40 % del género masculino, en edades entre 18 y 43 años (DE = 4,63). Resultados y discusión: los resultados mostraron que el género tiene asociación con las estrategias volitivas, pero no con los estilos de aprendizaje. El género femenino evidenció un mayor uso de estrategias volitivas en comparación con el género masculino. Por su parte, el estilo de aprendizaje no presentó correlación con el género. Conclusiones: en el aula, se recomienda el fortalecimiento de las estrategias volitivas en el aprendizaje y la promoción de los diferentes estilos de aprendizaje para contribuir a la formación integral de los universitarios. Para futuras investigaciones, se sugiere profundizar con estudios cualitativos y considerar variables como deserción y rendimiento académico. UNIVERSIDAD ANTONIO NARIÑO 2021-05-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/1518 10.54104/papeles.v15n30.1518 Papeles; Vol. 15 No. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) Papeles; Vol. 15 Núm. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) Papeles; v. 15 n. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) 2346-0911 0123-0670 10.54104/papeles.v15n30 spa https://revistas.uan.edu.co/index.php/papeles/article/view/1518/1168 Copyright (c) 2023 María del Socorro Rodríguez Guardado, Catalina Juárez Díaz https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | método de aprendizaje afectividad motivación voluntad estudiante universitario Learning method affectivity motivation volition university student Rodríguez Guardado, María del Socorro Juárez Díaz, Catalina Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title | Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title_alt | Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies: Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas |
| title_full | Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title_fullStr | Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title_full_unstemmed | Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title_short | Comparativo en función del género en la relación de estilos de aprendizaje y estrategias volitivas: Comparative by Gender in the Relationship of Learning Styles and Volitional Strategies |
| title_sort | comparativo en funcion del genero en la relacion de estilos de aprendizaje y estrategias volitivas comparative by gender in the relationship of learning styles and volitional strategies |
| topic | método de aprendizaje afectividad motivación voluntad estudiante universitario Learning method affectivity motivation volition university student |
| topic_facet | método de aprendizaje afectividad motivación voluntad estudiante universitario Learning method affectivity motivation volition university student |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/1518 |
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