Relationship between the educational environment and cognitive skills in Peruvian university students

Abstract

The educational environment experienced in the classroom can enhance learning and skill development in future engineers, but it can also have a negative impact during their professional training process. Therefore, the main objective of this research was to analyze the relationship between the educational environment in the classroom and the cognitive skills of engineering students. A quantitative paradigm was followed, with a correlational scope and non-experimental design. The sample consisted of 159 engineering students from Lima, Peru, aged between 18 and 45 years, including 94 males and 65 females. All participated anonymously and voluntarily. The results indicated a positive, significant, and and moderate correlation between the classroom environment and cognitive skills (r = 0.468, p< .001, Z = 0.508), with the same pattern holding for the analytical, critical, and creative dimensions. Female students showed higher scores in the classroom environment. Younger students had a better perception of the educational environment and higher critical thinking skills compared to their older peers. University students who simultaneously work and study presented higher scores in all cognitive skills and no significant differences were reported according to the type of engineering.