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Item type:Publication, Entorno y actores en la cosmología de pueblos pano: análisis de relatos iskonawa, kakataibo y matsés(2024-08-16)Los pueblos amazónicos han creado relatos a partir de su percepción que se transmiten de generación en generación. Muchos de estos relatos narran las concepciones sobre el entorno, los animales y los seres humanos. Dichas concepciones se relacionan con la cosmología de los pueblos. El artículo tiene como objetivo describir la representación del entorno y sus agentes en los relatos de los pueblos pano, iskonawa, kakataibo y matsés; además, da cuenta de que hay diversas perspectivas que muestran la agencia o el comportamiento desafiante de actores fundacionales. Para ello, se selecciona un relato por cada uno de los pueblos pano. La investigación concluye que, en los relatos, el entorno y sus agentes cumplen roles y funciones específicas. También señala que, si bien hay relaciones fundacionales generalmente armónicas, también hay de guerra o depredación. El trabajo destaca el rol de los transmisores del conocimiento, como las aves o el chamán. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Impacto de los factores asociados al rendimiento académico en estudiantes de formación continua en el Perú(2025-05-14)Objective. Analyse the impact of teaching modality, age and gender on the academic achievement of continuing education students in the Peruvian context. Methodology. The research is descriptive with a quantitative approach. Data from 436 students of a diploma course taught in face-to-face (2018-2019) and online (2020-2022) modalities were analysed. Statistical tests such as analysis of variance (ANOVA), Student's t and Cohen's d were used to assess the impact of independent variables on academic achievement. Results. ANOVA showed a significant impact of teaching mode (η²p = 0.128) and a small impact of age (η²p = 0.017), but not of gender. The t-tests showed a higher average performance in the virtual mode compared to the face-to-face mode, with a moderate effect size (d = 0.77). In terms of age, no significant differences were found within each modality, although the younger group performed better in the online modality. Discussion and conclusions. The online modality can offer advantages for continuing education in the context of this research, possibly because of its flexibility and adaptation to the profile of adult learners. It is also suggested to take into account the influence of these factors in the adoption of pedagogical strategies for the planning of continuing education activities, as well as to promote a competent, equitable and quality educational environment considering its constant improvement and evaluation.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Impact of Factors Associated with the Academic Achievement of Continuing Education Students in Peru(National University, Costa Rica, 2025-05-01)Objective. Analyze the impact of teaching modality, age, and gender on the academic achievement of continuing education students in the Peruvian context. Methodology. The research is descriptive with a quantitative approach. Data from 436 students of a diploma course taught in face-to-face (2018-2019) and online (2020-2022) modalities were analyzed. Statistical tests such as analysis of variance (ANOVA) and Student's t were used to assess the impact of independent variables on academic achievement. Results. ANOVA showed a significant impact of teaching mode (η²p = 0.128) and a small impact of age (η²p = 0.017), but not of gender. The t-tests showed a higher average performance in the virtual mode compared to the face-to-face mode, with a moderate effect size (d = 0.77). In terms of age, no significant differences were found within each modality, although the younger group performed better in the online modality. Discussion and conclusions. The online modality can offer advantages for continuing education in the context of this research, possibly because of its flexibility and adaptation to the profile of adult learners. It is also suggested to take into account the influence of these factors in the adoption of pedagogical strategies for the planning of continuing education activities, as well as to promote a competent, equitable, and quality educational environment, considering its constant improvement and evaluation.4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Formación continua en gestión de proyectos en Perú: impacto de la modalidad de enseñanza en el rendimiento académico(HISIN (History of Information Systems), 2025-09-11)Introducción: La transición a la modalidad de enseñanza virtual representa un desafío para la educación en todos sus niveles. Esto se observa en la formación continua en gestión de proyectos, donde existe una brecha en la investigación sobre cómo la modalidad incide en el rendimiento académico. El objetivo de esta investigación es analizar el impacto de la modalidad de enseñanza en el rendimiento académico de estudiantes peruanos en gestión de proyectos. Metodología: La muestra está conformada por 753 estudiantes de 3 programas formativos en gestión de proyectos. Se aplicaron ANOVA, pruebas t y d de Cohen. Resultados: La modalidad presencial tuvo mayor efecto en dos programas (p = <.001, ?²p = 0.091, d = 0.77; p = 0.048, ?²p = 0.032, d = 0.36), mientras que el tercer programa mostró un rendimiento favorable en la modalidad virtual (p = <.001, ?²p = 0.026, d = -0.44). Además, se encontraron diferencias en función al género y la edad. Discusión: Se enfatiza la necesidad de un enfoque diferenciado en el diseño de los programas formativos considerando las características y las necesidades del estudiante. Conclusiones: La modalidad de enseñanza tiene un impacto variado en el rendimiento académico del estudiante de gestión de proyectos.4 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Evaluation of educational quality in Peru: a comparative analysis of infrastructure, equipment and teaching (2019–2023)(Emerald Publishing Limited, 2025-10-09)This study aims to analyse and compare Peruvian students' evaluations of the educational quality in basic and higher education in 2019-2023, taking into account three key factors: infrastructure, equipment and teaching. Design/methodology/approach The research uses a quantitative and descriptive methodology. Secondary data from the National Household Survey with samples of 29,354 responses in 2019 and 26,829 responses in 2023 are used. Descriptive analysis (frequencies and percentages), bivariate analysis (mean test) and multivariate analysis (ordinal logistic regression with categorical predictors) were performed. Findings The results indicate an increase in negative evaluations of educational infrastructure and equipment. Multivariate analysis reveals the existence of systematic educational inequalities: students in basic education, public institutions, less urbanised and rural areas and remote regions such as the southern highlands and the jungle are more likely to provide negative evaluations. Practical implications The research highlights the necessity for diversified educational policies that prioritise the enhancement of infrastructure and equipment in the most disadvantaged regions. The results obtained can serve as a guide for the allocation of resources and the implementation of improvement programmes in the Peruvian education system. Originality/value The research provides a comparative approach to students' evaluations of educational quality in two different contexts (pre- and post-pandemic) and integrates demographic, geographic, economic and academic variables using a nationally representative survey in Peru. It also deepens the understanding of structural inequalities in the Peruvian education system to give evidence of the differential impact of the COVID-19 pandemic in educational contexts.2