Abstract
The objective of the research was to determine the relationship between scientific writing competencies and legal argumentation in students of the eighth and ninth cycle and law graduates of the National University of San Martin in the year 2019 - 2020. We worked with a sample of 84 students from the ninth to the tenth cycle of the law career at the National University of San Martin; the data were obtained with the observation technique using the direct, valid and reliable observation guide. The study has a descriptive-level scope of cross-sectional correlational design. The scientific method, statistical method and inductive deductive method were applied, proceeding to observe the performance of the students for each variable. Spearman's rho coefficient was used for correlation, with the data of which the hypothesis test was performed. The conclusions were that there is no direct and significant relationship between scientific writing and legal argumentation rho 0.195 of rho de Spearman at 0.05 of significance.
Highlights
La redacción científica es una habilidad especial para quienes realizan investigación y publican esta función se afianza potencialmente de un elemento clave de la producción intelectual; la argumentación
The objective of the research was to determine the relationship between scientific writing competencies and legal argumentation in students of the eighth and ninth cycle and law graduates of the National University of San Martin in the year 2019 - 2020
We worked with a sample of 84 students from the ninth to the tenth cycle of the law career at the National University of San Martin; the data were obtained with the observation technique using the direct, valid and reliable observation guide
Summary
La investigación tuvo como objetivo, determinar la relación entre las competencias de redacción científica, y la argumentación jurídica en los estudiantes del octavo y noveno ciclo y egresados de Derecho de la Universidad Nacional de San Martin año 2019 - 2020. Se trabajó con una muestra de 84 estudiantes del noveno al décimo ciclo de la carrera de derecho de la Universidad Nacional de San Martin; los datos fueron obtenidos con la técnica de la observación utilizando la guía de observación directa, valida y confiable. Se aplicó el método científico, método estadístico y el método inductivo deductivo, procediendo a observar el desempeño de los estudiantes para cada variable. Las conclusiones fue que no existe relación directa y significativa entre redacción científica y argumentación jurídica rho 0,195 de rho de Spearman al 0,05 de significancia.
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