Rendimiento académico y escritura en la universidad: el impacto de las tecnologías de la información en el aula

Gabriel Valdés-León; Martha Vidal-Sepúlveda; Romina Oyarzún Yáñez; Cristian Olivares-Rodríguez; Raquel Flores Bernal

Rendimiento académico y escritura en la universidad: el impacto de las tecnologías de la información en el aula

Translated title of the contribution: Academic performance and writing in college: the impact of information technologies in the classroom

Gabriel Valdés-León
, Martha Vidal-Sepúlveda
, Romina Oyarzún Yáñez
, Cristian Olivares-Rodríguez
, Raquel Flores Bernal

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

The aim of this work is to observe the relationship between academic writing supported by information technologies and its relationship with the academic performance of first-year university students. For this, a quantitative case study was designed, in which a questionnaire on perceptions about the writing process was applied and, subsequently, these data were related to the average grades obtained at the end of the course, in order to observe the correlation between both. variables. Among the main results, there is a positive relationship between perceptions about the writing process, mainly the planning stage, and academic performance, which could be explained due to the favorable impact of information technologies during the teaching process. learning.

Translated title of the contribution	Academic performance and writing in college: the impact of information technologies in the classroom
Original language	Spanish
Pages (from-to)	46-55
Number of pages	10
Journal	RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao
Volume	2022
Issue number	E53
State	Published - 2022
Externally published	Yes

Cite this

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title = "Rendimiento acad{\'e}mico y escritura en la universidad: el impacto de las tecnolog{\'i}as de la informaci{\'o}n en el aula",

abstract = "The aim of this work is to observe the relationship between academic writing supported by information technologies and its relationship with the academic performance of first-year university students. For this, a quantitative case study was designed, in which a questionnaire on perceptions about the writing process was applied and, subsequently, these data were related to the average grades obtained at the end of the course, in order to observe the correlation between both. variables. Among the main results, there is a positive relationship between perceptions about the writing process, mainly the planning stage, and academic performance, which could be explained due to the favorable impact of information technologies during the teaching process. learning.",

keywords = "academic literacy, academic performance, college writing, information technology, writing perceptions",

author = "Gabriel Vald{\'e}s-Le{\'o}n and Martha Vidal-Sep{\'u}lveda and Y{\'a}{\~n}ez, \{Romina Oyarz{\'u}n\} and Cristian Olivares-Rodr{\'i}guez and Bernal, \{Raquel Flores\}",

year = "2022",

language = "Spanish",

volume = "2022",

pages = "46--55",

journal = "RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao",

issn = "1646-9895",

number = "E53",

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Rendimiento académico y escritura en la universidad: el impacto de las tecnologías de la información en el aula. / Valdés-León, Gabriel; Vidal-Sepúlveda, Martha; Yáñez, Romina Oyarzún et al.
In: RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, Vol. 2022, No. E53, 2022, p. 46-55.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Rendimiento académico y escritura en la universidad

T2 - el impacto de las tecnologías de la información en el aula

AU - Valdés-León, Gabriel

AU - Vidal-Sepúlveda, Martha

AU - Yáñez, Romina Oyarzún

AU - Olivares-Rodríguez, Cristian

AU - Bernal, Raquel Flores

PY - 2022

Y1 - 2022

N2 - The aim of this work is to observe the relationship between academic writing supported by information technologies and its relationship with the academic performance of first-year university students. For this, a quantitative case study was designed, in which a questionnaire on perceptions about the writing process was applied and, subsequently, these data were related to the average grades obtained at the end of the course, in order to observe the correlation between both. variables. Among the main results, there is a positive relationship between perceptions about the writing process, mainly the planning stage, and academic performance, which could be explained due to the favorable impact of information technologies during the teaching process. learning.

AB - The aim of this work is to observe the relationship between academic writing supported by information technologies and its relationship with the academic performance of first-year university students. For this, a quantitative case study was designed, in which a questionnaire on perceptions about the writing process was applied and, subsequently, these data were related to the average grades obtained at the end of the course, in order to observe the correlation between both. variables. Among the main results, there is a positive relationship between perceptions about the writing process, mainly the planning stage, and academic performance, which could be explained due to the favorable impact of information technologies during the teaching process. learning.

KW - academic literacy

KW - academic performance

KW - college writing

KW - information technology

KW - writing perceptions

UR - https://www.scopus.com/pages/publications/85158917613

M3 - Article

AN - SCOPUS:85158917613

SN - 1646-9895

VL - 2022

SP - 46

EP - 55

JO - RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao

JF - RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao

IS - E53

ER -

Rendimiento académico y escritura en la universidad: el impacto de las tecnologías de la información en el aula

Abstract

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