Teaching performance and academic performance of university accounting students
DOI:
https://doi.org/10.51252/race.v1i2.354Keywords:
teaching, learning, articulated management, university educationAbstract
Academic performance is decisive for success in the university context, but it depends on or is associated with teaching performance in the teaching-learning process. The purpose of the research was to determine the relationship between the teaching performance and the academic performance of the students of the fifth cycle of the professional accounting school of the National University of San Martín, enrolled in the 2020-I semester. A basic non-experimental correlational cross-sectional study was chosen. The sample population consisted of 26 students, 15 men and 11 women, to whom a survey questionnaire was applied to identify the perception of teaching performance, in addition, a documentary analysis guide was used to measure academic performance; both instruments were validated and reliable. Pearson's correlation test showed a medium-high positive correlation of 0.6245 at 95% confidence between the variables of teaching performance and academic performance; that is, academic performance depends on or is associated with 62.45% of academic performance. It is concluded that accounting students present average levels of academic performance, the same that is due to the regular performance of university teachers.
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Copyright (c) 2022 Carmen Pérez-Tello, Raidith Riva-Ruiz, Jorge Tuesta-Pinedo, Julio González-del-Águila
This work is licensed under a Creative Commons Attribution 4.0 International License.
