| Abstrakt: |
Information and communication technologies, motivation, teaching methods. In times of the second pandemic outbreak, the influence of ICTs on motivation in students of the mining studies program of the Instituto de Educación Superior Tecnológico Público Erasmo Arellano Guillén, Pataz, La Libertad, Perú was determined. The study corresponds to a nonexperimental, descriptive correlational causal design, with explanatory scope. A population of 132 students and a sample of 79 students, chosen by non-probabilistic sample selection, were reported. The data collection instrument was the survey to determine the levels of TIC in students by (Minaya, 2022), which evaluates the dimensions: Knowledge of technology, use of technology and transformation of technology. Likewise, for the levels of motivation by (Minaya, 2022), it evaluates the dimensions: intrinsic, extrinsic and transcendental motivation. For the association, the Rho Spearman coefficient was used and for the influence the linear regression, registering: ICT and its dimensions have a significant influence (p<0.01) on motivation (r= 0.523; r2 = 27.3%; r=0.369; r2 = 13.6%; r=0.385; r2 = 14.8%; r=0.408; r2 = 16.7%). As a conclusion, the predictive model of the TIC on motivation there is an influence in 27.3% of explanation of TIC on motivation. It is suggested that teachers and students should be encouraged to include TIC in their learning processes in order to increase the motivation of the students under study. [ABSTRACT FROM AUTHOR] |
