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
收藏
页码：478 / 487
页数：10
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