Abstract
The study'sobjectivewas to compare whether there are differences in theperceptionof undergraduate andpostgraduatestudents about thepedagogyofsuccess. Methods: This is non-experimental research with a comparative descriptive design, and a hypothetical deductive method was used. Theperceptionofsuccesspedagogyquestionnaire was applied as a data collection technique with a sample of50university students with 23 items based on three dimensions:opportunity to learn (nineitems),feedback (eightitems), andconsideration of the person (sixitems), with the following qualitative value scale,always = high, sometimes = middle, and never = low; the scale of quantitative value was from two to zero. To find the instrument's validity, it was subjected to expert judgment, calculating the content validity ratio for eachitemand considering the criteria of clarity and relevance. The instrument's reliability wasdeterminedusing Cronbach's alpha,which founda high consistency between the items. For the questionnaire application, Google Forms was used to obtain fast,timely, and reliable answers. The data were processed through theSPSSV. 25. Results:The pedagogical support of thepostgraduateteacher ismore effectivethanthat of the undergraduate. The undergraduate teacher stands out for listening and being more empathic. Didactics iscrucialfor students to develop their cognitive and human potential. Academic success is related to the teacher's pedagogical skills and the student's motivation. In addition, teachers and students can develop cognitive skills through effective communication and socialization. Finally, the affective dimension allows students to achieve personal and professional goals. Conclusions:There are significant differences in theperceptionof thepedagogyof success among undergraduate andpostgraduateuniversity students; therefore, the application of thismethodologyis morepromoted towardspostgraduatestudentsthan to their undergraduate peers.
Highlights
An essential part of the purpose of university education is ensuring that students can know how to be, know how to know, and learn how to do.[1]
It was explained that the results of the said study would serve as the basis for developing quality education focused on improving the perception of success of undergraduate and graduate university students at UCT Peru
Mann–Whitney U test = 69.000, z = À4.685, p = 0.000 (
Summary
An essential part of the purpose of university education is ensuring that students can know how to be, know how to know, and learn how to do.[1]. Comenius argued that pedagogy is a science with a strict educational purpose that integrates educational materials to achieve quality teaching that impacts the person and the surrounding society. He argued that academic success was guaranteed from horizontal and effective communication with his students[4], allowing them to develop their potential cognitive abilities, interrelate, collaborate and interconnect.[5]. The perception of success pedagogy questionnaire was applied as a data collection technique with a sample of 50 university students with 23 items based on three dimensions: opportunity to learn (nine items), feedback (eight items), and consideration of the person (six items), with the following qualitative value scale, always = high, sometimes = middle, and never = low; the scale of quantitative value was from two to zero.
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