Aprendizaje hibrido y autonomía académica en estudiantes de básica superior
DOI:
https://doi.org/10.70625/rlce/959Palabras clave:
Aprendizaje híbrido, Autonomía académica, Autorregulación, Educación básica superiorResumen
El estudio tuvo como objetivo analizar la relación entre el aprendizaje híbrido y la autonomía académica en estudiantes de educación básica superior de una Unidad Educativa de la ciudad de Guayaquil. Se desarrolló mediante un enfoque cuantitativo, con alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 130 estudiantes y, tras aplicar criterios de inclusión y exclusión, la muestra quedó integrada por 90 participantes. Se utilizó la encuesta como técnica y un cuestionario de 10 ítems con escala Likert, distribuido en cinco ítems para aprendizaje híbrido y cinco para autonomía académica. La aplicación se realizó mediante un formulario digital y los datos fueron analizados con estadística descriptiva e inferencial. La prueba de Shapiro-Wilk evidenció ausencia de normalidad, por lo que se empleó rho de Spearman. Los resultados mostraron una correlación positiva, moderada y estadísticamente significativa entre las variables, rho de Spearman de 0,587 con una significancia inferior a 0,001. Se concluyó que una mayor participación en experiencias híbridas se relacionó con mayores niveles de organización, planificación, autorregulación y responsabilidad académica, destacándose la necesidad de fortalecer estrategias pedagógicas orientadas al aprendizaje autónomo en este nivel educativo.
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Derechos de autor 2026 Verónica Viviana Arreaga Espinoza, Rossana Marisol Ramírez Briones, Sindy Silvana Barco Candelario, Norma Maritza Contreras Barzola, Mercy Esther Morán Villamar, Nelly Geomar Piza Bajaña (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
