Original article

Digital competencies and attitude towards research in aspiring elementary school teachers

0000-0002-7908-0968Graciela Monroy Correa^{1  *}  , 0000-0003-2565-5727Yolanda Chuye Coronado¹ 

¹Universidad Nacional Federico Villarreal. Perú.

ABSTRACT

The aim of the research was to identify the relationship between digital competencies and attitude towards research in students from the Faculty of Education of a public university in Lima. The research design was non-experimental, cross-sectional correlational. The sample consisted of 212 undergraduate students. The method used was survey plus two instruments to collect information: Students' Digital Competence Scale (SDiCoS), which consisted of 6 components (^{Tzafilkou and Perifanou, 2022}) and the Attitude towards Research Scale (EACIN), consisting of 28 items grouped in three dimensions (^{Aldana, et al., 2020}). The results showed that there is a statistically significant relationship between digital competencies and students' attitude towards research. Likewise, a direct and positive relationship was found between the dimensions "disinterest in research and search and storage of information" and "vocation for research and content creation". The research concluded that, while digital competencies are related to the attitude towards research, their development might be influenced by other factors such as initial research training, motivation and the use of materials and resources that allow students to value research more.

Key words: investigative attitudes; digital competence; technological skills

Introduction

Currently, research is a key element for development, as it allows us to advance knowledge and innovation in all areas. That is why universities increasingly seek to develop research skills in their students, with the aim of generating knowledge, research culture and academic excellence, which prepare them for effective performance in a world characterized by complexity, diversity and change, and allows them to contribute to its development.

Developing a positive attitude towards research and learning is one of the central objectives of professional training curricula. ^{Yusuff Adebayo (2022)} points out that the participation of university students in research must go beyond the mandatory thesis of the last year and must cover the entire training trajectory. For their part, ^{Aldana et al. (2020}) maintain that by cultivating these inclinations towards research, it will facilitate the student to achieve a deeper understanding of the nature of the scientific process. This, in turn, will encourage a critical and organized approach to problem solving and allow the student to apply these attitudes in daily life situations.

Attitudes relate to the mental and emotional state of an individual that influences action towards subjects or objects. Attitude is a complex concept, the most prominent and influential model of attitudinal construct is the one that considers three dimensions: cognitive, affective and behavioral (^{Khine, 2015}). These three dimensions are independent, but they are closely related and form a solid framework of attitudes toward science. For the present study, attitude is defined as the psychological disposition, acquired and organized, which guides people to respond in a certain preferred way. This response can generate positive or negative emotions and thoughts towards the object of the attitude, which can lead to its approval or rejection (^{García-Martínez et al., 2021}, Alonso, et al., 2015). Attitudes are not innate, they are learned or acquired through socialization and vary between groups and individuals depending on different cultural factors and as a result of the experiences of each subject.

^{Candra et al., (2023}) studied attitudes towards science in Higher Education, offering a characterization of the dimensions: cognitive, affective and behavioral, which are explained below:

Cognitive: refers to the perceptions we have about science and its impact on humanity and society. It can also be interpreted as cognitive judgments that validate decisions, results, inferences or understanding of scientific concepts and phenomena. These cognitive evaluations arise from the process of evaluating scientific components. In this dimension, students can determine whether science has a positive or negative impact on their life and environment, and whether the progress and everyday application of science are relevant.

Affective: in relation to science, it encompasses both positive and negative emotions. Positive emotions, such as pleasure and confidence, are experienced through the enjoyment of science; while negative emotions, such as anxiety and challenges, arise from difficulties in learning science.

These emotional aspects are independent but interrelated components. Enthusiasm for science is associated with an internal state of well-being and joy, while anxiety manifests itself in states of discomfort that can cause negative feelings or rejection towards science.

Behavioral: in terms of behavior, it is the behavioral inclination in the evaluation of attitudes that indicates a disposition towards participation in scientific activities linked to the formal learning process, such as classroom learning and informal learning of science, through of recreational activities beyond the educational space. Various investigations (Nja et al., 2022; ^{Cheng, 2022}, ^{García-Martínez et al., 2021}) have emphasized the importance of attitude toward learning in a specific subject as an affective factor that supports academic success.

Digital Competence (CD) is among the nine essential competencies that citizens need to actively participate in today's society. Specifically, in its ²⁰¹⁸ report (p. 5), the European Commission details that digital competence involves the safe, reflective and ethical use of digital technologies for the purposes of learning, employment and participation in society, as well as the involvement active with these technologies.

There are varied reference frameworks on the definition of digital competence; However, there are also the converging points that define it, such as the safe use of Information and Communications Technologies (ICT) with an ethical and critical sense. The development of this competence implies knowledge, skills and actions necessary to get the most out of ICT in varied contexts (^{Perdomo et al., 2020}).

The research process requires skills that encompass the effective use of online resources and various digital tools for the search, organization, analysis, dissemination and publication of information, and even to develop collaborative research in various disciplines.

University students are closely related to the use of technologies and this is an element that favors the development of knowledge, skills and investigative attitudes; However, such development requires that the teacher be a facilitator who proposes effective strategies that promote academic and scientific activities.

There are various studies that prove the benefits of using technology as a means to develop research skills in students and generate knowledge that responds to the demands of society.

For example, the study carried out by Sánchez (2020) confirms that investigative competencies favor the development of skills, attitudes and abilities, and also allow subjects to face the demands of 21st century society and learn to cope with better tools. and throughout life.

Based on the review of the literature, the need to articulate the development of attitudes towards research with the development of digital competencies as means to contribute to the development of investigative competencies is evident. In the present study, it is recognized that the development of research competence in university students impacts their professional and social development and prepares them for a competent and globalized labor market ^{George-Reyes and Salado Rodríguez (2019}).

Materials and methods

The study corresponds to a non-experimental design, in which the study variables are measured at a specific time. It is transversal, correlational, non-causal and seeks to establish the relationships between the variables without specifying cause-effect relationships (^{Hernández et al., 2018}).

The research was carried out with 465 education students from a public university located in Metropolitan Lima in the year 2023.

Population and sample

The sample was probabilistic and consisted of 212 students from the Primary Education major. All participants had the same opportunity to be included in the sample ( ^{Otzen and Manterola, 2017}).

The following inclusion criteria were applied:

- Students of the Faculty of Education.

- Be enrolled in the 2023 regular cycle

And the following exclusion criteria:

- Students who do not regularly attend classes.

Instruments

Two instruments were applied. The first was called the Students' Digital Competence Scale (SDiCoS), and consisted of six components (^{Tzafilkou and Perifanou, 2022}); Meanwhile, to measure attitudes towards research, the instrument called Scale of Attitudes towards Research (EACIN) was applied, made up of 28 items grouped into three dimensions: disinterest in research; vocation for research and assessment of research (^{Aldana et al., 2020}). The instrument was previously validated by the authors and, in addition to its reliability, it showed a good level of internal consistency.

Results

The information obtained was processed, obtaining the results shown below:

Table 1 - Levels of attitudes towards research according to sex 

Sex	Low attitude	Good attitude	Very good attitude
Female	16%	84%
Male	9%	89%	2%
Total	212	100.0	100.0

Table 1 presents the attitudes towards research according to sex of the students of the Professional School of Primary Education of the Faculty of Education. It was found that 89% of the male students and 84% of the female students showed a good attitude towards research. With this, it can be deduced that a good attitude towards research predominates in the sample.

Table 2 - Attitude towards research according to the school of origin 

Educational institution	Public	Private
Low attitude towards research	13%	18%
Good attitude towards research	86%	82%
Very good attitude towards research	1 %	0%

Table 2 shows the attitudes towards research according to the school of origin of the students of the Professional School of Primary Education. It was found that 86% of students who come from public educational institutions have a slightly better attitude towards research than 82% of students who come from a private educational institution.

Table 3 - Correlation between Digital Competencies and Attitudes towards research 

Correlations
TCD	THI
Spearman's Rho	Digital skills	Correlation coefficient	1,0	,147*
		00
		Next. (bilateral)	.	,033
		N	21	211
		1
	Attitudes towards research	Correlation coefficient	,14	1,00
		7*	0
		Sig.	,03	.
		(bilateral)	3
		N	21	211
		1
*. The correlation is significant at the 0.05 level (bilateral)

To determine the correlation between the Digital Competencies and the Attitudes towards research of the participants in the study, (Table 3) Spearman's Rho test was used, which yielded 0.147, with a value of p=0.03 < á=0.05, determining that there is a relationship direct and positive between both variables.

Likewise, the correlation was carried out between the previously mentioned variables, finding a direct and positive relationship in the following dimensions: disinterest in research and the search and storage of information with a value of Spearman's Rho = -0.196, p = 0.04 < á=0.05. Additionally, between the vocation for research and content creation, a value was obtained in Spearman's Rho test of 0.132, with a value of p=0.05.

Discussion

The results have allowed us to establish that there is a relationship between attitudes towards research and digital skills in students studying Primary Education.

These findings coincide with the research of Moncada and Moncada (2022), who concluded that there is a significant correlation between scientific research attitudes and the use of Information and Communications Technologies in master's students at the "San Pedro" University. -Chimbote"; and with those of ^{Reyes et al. (2023}), who maintain that there are significant differences in the attitude towards research in students from three Peruvian public universities, with students from the National University of Engineering (UNI) obtaining a better result, followed by the Universidad Nacional Mayor de San Marcos. (UNMSM) and, finally, from the National University "Santiago Antúnez de Mayolo".

Positive attitudes towards research are related to digital skills. Therefore, it is recommended that universities promote training and updating in technologies for all those involved (students, teachers, administration and service staff), both in formal and non-formal environments, promoting self-assessment and permanent and directed learning.

In contrast, university students' disinterest in research and the search for and storage of information are related. This could be interpreted as the absence of the importance that students give to research, making it necessary for the university to implement improvements by creating new strategies to foster a positive attitude towards research, in order to motivate students more. What was discussed coincides with the findings of ^{Cruz et al. (2021}), who point out that the attitude of university students, both men and women, towards research is neutral.

On the other hand, the results of the dimensions "vocation for research" and "content creation" determined that there is a relationship between them. That is, students who have a greater interest in research have developed skills for creating content, preparing texts, articles, images, among others; The presentation of information and the use of common academic writing standards proposed by the APA Standards are important.

These findings coincide with the study by ^{Reyes et al. (2023}), in which the majority of students demonstrated greater ability to use the APA format, flexibility of thinking, and promotion of their creativity. On the contrary, among the difficulties presented, they considered the lack of knowledge, and a large percentage said that it is not important for their profession, but is only necessary to carry out their theses.

Likewise, it was found that male students have a better attitude towards research than female students. However, these results differ from those of ^{Reyes et al. (2023}), in which no significant differences were found according to sex.

Additionally, a greater inclination towards research was also found among students from public schools. This could be due to the fact that the Ministry of Education of Peru, through FONDEP, has been promoting research and innovation through the La Escuela program, whose purpose is to implement participatory action research processes in the educational field (FONDEP, 2019). It could also be associated with initiatives of the CONCYTEC and the MINEDU, who, through their decentralized bodies, promote the development of inquiry and technology in the students of the public and private IIEE of Regular Basic Education, based on the competencies in the scientific and technological inquiry and literacy approach, as well as the Personal Development and Active Citizenship approaches proposed in the CNEB (MINEDU, 2016).

Finally, the results of this research can be the beginning of future experimental research or comparative studies between universities.

Referencias bibliográficas

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Received: November 02, 2023; Accepted: April 06, 2024

^*Autor para correspondencia. E-Mail: [e-mail]

Los autores declaran no tener conflictos de intereses.

Los autores participaron en el diseño y redacción del artículo, en la búsqueda y análisis de la información contenida en la bibliografía consultada.