Percepciones estudiantiles del desempeño docente en ingeniería civil: Un análisis multidimensional en una universidad peruana
Student perceptions of teaching performance in civil engineering: A multidimensional analysis at a Peruvian UniversityContenido principal del artículo
La calidad del desempeño docente es crucial en la educación superior, especialmente en ingeniería. El objetivo del estudio es analizar multidimensionalmente la percepción del desempeño docente de Ingeniería Civil de la Universidad Nacional Federico Villarreal (2023). Desde un enfoque cuantitativo, descriptivo-correlacional. Se aplicó un cuestionario con 32 ítems distribuidos en cuatro dimensiones: Preparación, Enseñanza, Gestión y Profesionalización. La muestra fue probabilística estratificada (N=241). Los resultados revelan que Profesionalización (M=3.35) y Preparación (M=3.21) fueron mejor valoradas, mientras Gestión obtuvo la media más baja (M=2.92). Todas las dimensiones correlacionaron positivamente (Rho > .65). La regresión múltiple explicó el 78% de la varianza global (R² ajustado = .78), siendo Enseñanza (β = .35) y Preparación (β = .32) los predictores principales. Se concluye que el desempeño docente se configura desde múltiples dimensiones que deben ser consideradas en procesos de mejora continua, lo que evidencia la necesidad de implementar evaluaciones formativas ajustadas a contextos técnicos universitarios.
The quality of teaching performance is crucial in higher education, especially in engineering. The objective of this study is to multidimensionally analyze the perception of teaching performance in Civil Engineering at the Federico Villarreal National University (2023). This study uses a quantitative, descriptive-correlational approach. A questionnaire with 32 items distributed across four dimensions was applied: Preparation, Teaching, Management, and Professionalization. The sample was stratified as a probability sample (N = 241). The results reveal that Professionalization (M = 3.35) and Preparation (M = 3.21) were the most highly valued, while Management had the lowest mean (M = 2.92). All dimensions were positively correlated (Rho > .65). Multiple regression explained 78% of the overall variance (adjusted R² = .78), with Teaching (β = .35) and Preparation (β = .32) being the main predictors. It is concluded that teacher performance is shaped by multiple dimensions that must be considered in continuous improvement processes, highlighting the need to implement formative assessments tailored to university technical contexts.
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