The tutorial action in university accounting students

Cáceres-Fuentes K.; Gallardo-Lolandes Y.; Aguinaga D.A.L.; Cusy Y.I.A.; Alcoser S.D.I. · International Journal of Early Childhood Special Education (2020) · DOI: 10.9756/int-jecse/v12i1.201028

Resumen

The non-experimental and cross-sectional type of research was aimed at determining the predominance of dimensions and indicators with respect to the tutorial action; the specific objectives were to determine the predominant indicator of each dimension (personal, academic and professional development). The sample was estimated at 293 participants. The survey was used as a technique. According to the results, 64.8% indicated that the tutorial action received was "regular"; 33.2% perceived it as "adequate" and only 2% stated it was "inadequate". It was concluded that the tutorial action is considered as regular within the learning process in Accounting students.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad César Vallejo