Evaluation of Teacher and Student performance inteaching and learning processes, respectively, in Nursingand Psychology Schools in a Peruvian university

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Rafael Urrelo Guerra, Gina Dávila Moncloa, Juan Castillo Rodríguez, Jorge Zapata Echegaray, Pablo Huerta Fernández, Rosa Mercedes Palomino Huaman


This work aimed to determine the level of efficiency of the teaching-learning process in the professional schools of Nursing and Psychology of the San Juan Bautista Private University, back in 2018. Surveys were carried out to seven professors of cycles II and IV of Nursing and Psychology, considering six evaluation parameters: Fulfillment, Knowledge, Applied Strategy, Attitude, Motivation and Formative Research. Furthermore, students grades of the aforementioned professional schools were considered, as well as from the respective cycles. As a result, high statistical significance was obtained from the scores given to teachers per subject. We had a high average score (18.41) in the teaching of the subject Teaching Methods and Observation, while the subject Personality Psychology showcased a low score (13.03). From the linear regression analysis, there is a positive association and correlation between the teachers scores and the students grades, which showcases an optimal level between scores (18.3) and grades (16.19), related to the Professional School of Psychology. As for the Professional School of Nursing, we also found a high statistical significance among the teachers scores; with an average score in the teaching of the subject History of Art (15.99) and a very low score in the subject Introduction to Nursing (11.44). Moreover, no correlation was found between teaching and learning, since there were no differences between the average scores of teachers and the students grades, probably due to lack of motivation or subjectivity in students. Also, because the evaluations in the Professional School of Nursing have a higher weighting.

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