Academic autonomous learning in two Ecuadorian universities: a statistical and student-centered perspective

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dc.contributor.authorNúñez-Naranjo, Aracelly F.
dc.contributor.authorMantilla-Falcón, Marcelo
dc.contributor.authorMantilla-Miranda, Alex
dc.contributor.authorMantilla-Falcon, Mery
dc.contributor.authorCarvache-Franco, Mauricio
dc.contributor.authorCarvache-Franco, Orly
dc.date.accessioned2025-09-23T22:08:48Z
dc.date.issued2025-07-05
dc.description.abstractThis study explores the role and extent of academic autonomous learning among students from two public universities in central Ecuador. Recognizing the importance of self-directed learning in higher education, especially in post-pandemic contexts, the research aims to assess how students apply autonomous work strategies in their academic routines. A total of 158 students from four different academic programs participated in the study. Data were collected using the validated CETA instrument, which evaluates six dimensions of autonomous work: expansion, collaboration, conceptualization, planning, exam preparation, and participation. The research adopts a quantitative, non-experimental, cross-sectional approach. Statistical methods included descriptive analysis, Pearson correlations, t-tests, ANOVA, and Chi-square tests. The findings reveal a high level of internal consistency in the CETA dimensions and strong correlations between key strategies, particularly between expansion and exam preparation. While no statistically significant differences were found between genders or institutions, some programs displayed subtle variations. The study concludes that autonomous academic work is a critical factor in students’ academic performance and professional development. It highlights the importance of fostering self-regulation, planning, and motivation in the educational process. These findings provide valuable insights for higher education institutions seeking to strengthen autonomy-oriented teaching strategies.en_EN
dc.formatapplication/pdf
dc.identifier.citationNúñez-Naranjo, A. F., Mantilla-Falcón, M., Mantilla-Miranda, A., Mantilla-Falcon, M., Carvache-Franco, M., & Carvache-Franco, O. (2025). Academic autonomous learning in two Ecuadorian universities: a statistical and student-centered perspective. Journal of Educational and Social Research, 15(4):507-516. https://doi.org/10.36941/jesr-2025-0154
dc.identifier.doihttps://doi.org/10.36941/jesr-2025-0154
dc.identifier.urihttps://hdl.handle.net/20.500.12640/4631
dc.languageInglés
dc.language.isoeng
dc.publisherRichtmann Publishing
dc.publisher.countryUK
dc.relation.ispartofurn:issn:2239-978X
dc.relation.ispartofurn:issn:2240-0524
dc.relation.urihttps://www.richtmann.org/journal/index.php/jesr/article/view/14368/13979
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial 4.0 Internationalen
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectHigher educationen_EN
dc.subjectLearning strategiesen_EN
dc.subjectSkillsen_EN
dc.subjectAutonomous worken_EN
dc.subjectEducación superiores_ES
dc.subjectEstrategias de aprendizajees_ES
dc.subjectHabilidadeses_ES
dc.subjectTrabajo autónomoes_ES
dc.subject.ocdehttps://purl.org/pe-repo/ocde/ford#5.03.01
dc.titleAcademic autonomous learning in two Ecuadorian universities: a statistical and student-centered perspectiveen_EN
dc.typeinfo:eu-repo/semantics/article
dc.type.otherArtículo
dc.type.versioninfo:eu-repo/semantics/publishedVersion
local.acceso.esanAcceso abierto
local.author.orcidhttps://orcid.org/0000-0003-3639-9263
oaire.citation.endPage516
oaire.citation.issue4
oaire.citation.startPage507
oaire.citation.titleJournal of Educational and Social Research
oaire.citation.volume15

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