Volume 12 No 1 (2020): International Journal of Early Childhood Special Education
The Tutorial Action in University Accounting Students
Katherine Cáceres-Fuentes, Yanina Gallardo-Lolandes, Danny Alonso Lizarzaburu Aguinaga, Yudith Ivonne Alata Cusy, Sandy Dorian Isla Alcoser
Keywords: Tutorial action; personal development; professional development; academic development
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.
IssueVolume 12 No 1 (2020): International Journal of Early Childhood Special Education
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