The Socrative Application and its relationship with academic assessment in higher education in Peru

Quispe-Andía A.; Morales-Romero G.P.; Guía-Altamirano T.; León-Velarde C.G. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i.45745

Resumen

The digitization of educational environments has led to the incorporation of technological tools that enhance teaching strategies. In this context, the Socrative application stands out as a disruptive tool that enables feedback, participation, and constant monitoring of student progress. Therefore, this research aimed to analyze the relationship between the use of the Socrative application and academic assessment processes among students in the Faculty of Sciences at the National University of Education in Peru, addressing current demands for modernization, digitization, and learning measured by Information and Communication Technologies. The research employed a quantitative approach, a descriptive-correlational design, and a hypothetical-deductive method. The sample consisted of 60 students selected through probabilistic sampling. Questionnaires with a Likert scale, validated by experts and demonstrating high reliability (α = 0.925 and α = 0.902), were administered. Among the main findings, favorable perceptions were obtained regarding the use of the application and the academic assessment it provides, with moderate but positive correlations. It was concluded that the Socrative application is a technological tool that contributes innovative elements to teaching practice and student development. Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional Federico Villarreal; Universidad Nacional de Educación Enrique Guzmán y Valle