The Tutorial Action in University Accounting Students

被引：1

作者：

Caceres-Fuentes, Katherine ^{[1
]}

Gallardo-Lolandes, Yanina ^{[1
]}

Lizarzaburu Aguinaga, Danny Alonso ^{[1
]}

Alata Cusy, Yudith Ivonne ^{[2
]}

Isla Alcoser, Sandy Dorian ^{[2
]}

机构：

[1] Univ Cesar Vallejo, Trujillo, Peru

[2] Univ Nacl Mayor San Marcos, Lima, Peru

来源：

INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION | 2020年 / 12卷 / 01期

关键词：

Tutorial action; personal development; professional development; academic development;

D O I：

10.9756/INT-JECSE/V12I1.201028

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：478 / 487

页数：10

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