Resumo

LIGNA NAVARRETE, Evelyn Raquel et al. Digital tools and autonomous learning in secondary school students. Prohominum [online]. 2024, vol.6, n.3, pp.295-305.  Epub 09-Mar-2025. ISSN 2665-0169.  https://doi.org/10.47606/acven/ph0280.

The use of digital tools (DT) and autonomous learning (AL) of secondary school students was determined, and differences by sex were explored. The sample consisted of 150 subjects (N: 244). The strategy was quantitative, descriptive, correlational and comparative. The survey was used, and the questionnaire (Lozano, 2017) was used to measure the use of DTs (α: >0.81). It is made up of 3 components (Technological-DTT, Informational-DTI and Communicative-CDT). The correlation inference was made with the Test-Spearman. The U-Mann-Whitney test (U_Test) was used for contrast by sex. High uses of the DT and its three components prevailed, which converged with an AL that reflected the achievement of the goals. No differences were identified by sex (U_Test>0.05). The bivariate correlations between the dimensions of the DT variable and the AL yielded a value of 0.60 (p.value <0.01). This confirms what was found in the contingency table, therefore higher levels of DT use are accompanied by higher levels of autonomous learning. The dimensions of the DTs also exhibit direct and significant relationships [(DTT↔AL r: 0.49; p.value < .01); (DTI↔AL r: 0.61; p.value < .001); (CDT↔AL r: 0.42; p.value < .001)]. It is statistically demonstrated that the levels of technological, informational and communicational DT are related to the highest levels of autonomous learning achievement of the students. In this sense, it would be prudent to promote through training the increase of DT levels so that this translates into better levels of LA.

Palavras-chave : Autonomous learning; Learning in secondary education; Digital tools; Impact of technology on education.

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