La educación virtual y la procrastinación académica. “Bajo la percepción de estudiantes de una universidad privada del Perú”

Abstract

The study focused on publicizing the relationship between virtual education and academic procrastination, under the perception of university students from a private university in Peru, during 2022. The approach was qualitative with a non-experimental, transversal and descriptive. In the study, 160 university students participated, to whom two instruments were applied; The first measured the virtual education service provided by the university and was based on three dimensions, academic coordination, teacher performance in virtual environments and the educational platform; The second instrument allowed measuring the academic procrastination of university students, dimensioned in academic self-regulation and postponement of activities. The data collected shows that 49% of students consider virtual education efficient; However, 26% do not have the same opinion. On the other hand, with respect to academic procrastination, 54% showed low levels and 23% showed high levels. The findings found allow us to conclude that with an α of 0.05, a p-Value of 0.002 and a Spearman correlation Rho of 0.248, there is a weak positive relationship between virtual education and academic procrastination in university students.