The research competencies of

university teachers and the

scientific production

of studentss

Las competencias investigativas de los docentes

universitarios y la producción científica

de los estudiantes

Revista Digital de Investigación y Postgrado, 5(10), 81-94

Electronic ISSN: 2665-038X

How to cite: Acosta, F. S. F., Villalobos, F. L. and Gutiérrez, V. J. (2024).The research competencies

of university teachers and the scientific production of students. Revista Digital de Investigación

y Postgrado, 5(10), 81-94.

Lisbeth Villalobos Fernández

https://orcid.org/0009-0006-9873-0993

Maracaibo, Zulia state / Venezuela

Savier Fernando, Acosta Faneite

https://orcid.org/0000-0003-2719-9163

Maracaibo, Zulia state / Venezuela

* Ph.D. in Educational Sciences and Postdoctoral in Management for Higher Education. University of Zulia, Mara-

caibo, Venezuela. Biology Teacher. Email: savier.acosta@gmail.com

** Ph.D. in Educational Sciences. M.Sc. in Higher Education. Specialist in Research Methodology. Bachelor's Degree

in Education with a mention in Language and Literature, Universidad Pedagógica Experimental Libertador, Mara-

caibo – Venezuela. External Advisor. Contact Email: lizvilfer@gmail.com

*** Economist, University of Zulia, Maracaibo - Venezuela. Diplomas in Research Training, Dr. José Gregorio Her-

nández University, Maracaibo - Venezuela. Training in Pedagogical Competencies for Higher Education Teachers,

National Experimental University of the Armed Forces, Venezuela. TV Teacher, National Experimental University of

the Armed Forces, Maracaibo, Zulia - Venezuela. Contact Email: judithgut7@gmail.com

Judith Gutiérrez Villalobos

https://orcid.org/0009-0009-1294-3800

Maracaibo, Zulia state / Venezuela

Received: February / 22 / 2024 Reviewed: February / 23 / 2024 Approved: April / 4 /2024

Abstract

The objective was to determine the relationship between the research competencies of university

teachers and the scientific production of students. The methodology was typified as basic, adop-

ting a quantitative approach, with a descriptive correlational level, non-experimental and cross-

sectional design. A survey was used as a technique and a structured questionnaire with 48 items

was used as an instrument, applied to 32 teachers and 98 undergraduate and graduate stu-

dents. The results reveal a Spearman correlation coefficient of 0.814, indicating a very strong

positive correlation between the research competencies of the teachers and the scientific pro-

duction of the students. This finding highlights that teachers with more developed research

competencies tend to have more prolific students in the generation of scientific articles. In con-

clusion, the positive correlation observed supports the idea that a faculty trained in research

contributes directly to the formation of more committed and successful students in the gene-

ration of scientific knowledge.

Keywords:

articles, competencies, research competencies, university education, scientific pro-

duction, research competencies, scientific production.

Resumen

El objetivo consistió en determinar la relación entre las competencias investigativas de los do-

centes universitarios y la producción científica de los estudiantes. La metodología se tipificó

como básica, adoptando un enfoque cuantitativo, con nivel descriptivo correlacional, diseño

no experimental y transversal. Se empleó como técnica la encuesta y como instrumento un

cuestionario estructurado con 48 ítems, aplicado a 32 docentes y 98 estudiantes de pregrado

y postgrado. Los resultados revelan un coeficiente de correlación de Spearman de 0,814, indi-

cando una correlación positiva muy fuerte entre las competencias investigativas de los docentes

y la producción científica de los estudiantes. Este hallazgo destaca que los docentes con com-

petencias investigativas más desarrolladas tienden a tener estudiantes más prolíficos en la ge-

neración de artículos científicos. En conclusión, la correlación positiva observada respalda la

idea de que un cuerpo docente capacitado en investigación contribuye directamente a la for-

mación de estudiantes más comprometidos y exitosos en la generación de conocimiento cien-

tífico.

Palabras claves:

artículos, competencias, competencias investigativas, educación universitaria,

producción científica.

Introduction

The intrinsic relationship between the research competencies of university professors and the

scientific production of students has acquired a significant role in the contemporary academic

environment. In this context, González et al. (2022) indicate that educators' ability to develop

research competencies becomes the driving force behind the growth and intellectual develop-

ment of university students. Similarly, Chávez et al. (2022) point out that research not only es-

Savier Fernando Acosta Faneite, Lisbeth Villalobos Fernández and Judith Gutiérrez Villalobos

Revista Digital de Investigación y Postgrado, 5(10), 81-94

Electronic ISSN: 2665-038X

tablishes itself as a fundamental component of the teaching-learning process but also as a

bridge that connects theory with practice, equipping students with the necessary skills to ex-

plore, understand, and contribute to scientific knowledge.

In this scenario, Yangali et al. (2020) emphasize the need for educators committed to scientific

advancements, guiding their knowledge and practices to promote scientific production and the

generation of theories that contribute to the scientific community. Furthermore, Reiban (2018)

expresses the relevance of deepening the vital connection between university professors' re-

search competencies and students' scientific production. In this regard, Nolazco et al. (2022)

highlight the importance, in the context of modernity, of developing teachers' capacity to lead

research and cultivate an environment conducive to critical thinking, as this directly influences

the development of research skills in students, stimulating their participation in generating new

knowledge.

Following this line of thought, Reiban (2018) underscores that the research competencies of

university professors worldwide encompass various aspects, necessitating a solid cognitive foun-

dation that includes mastery of scientific fundamentals, from theories and concepts to research

methods. Castellanos et al. (2022) assert that teachers must understand research processes,

from formulating questions to interpreting results, and adhere to the ethical standards governing

scientific research.

According to Perdomo (2021), it is essential for teachers to develop metacognitive competencies

that allow them to reflect on their research practice, identify areas for improvement, and adjust

their approaches. Moreover, it is crucial for them to possess the ability to effectively communi-

cate research findings, another vital competency, whether through publications, conference

presentations, or broader dissemination. Collaboration with other researchers is also highlighted

as a key competency, as science advances through teamwork and the synergy of knowledge.

On the other hand, Salazar et al. (2018) consider research ethics a fundamental pillar, empha-

sizing that teachers must respect ethical standards, apply scientific methods, and transparently

report results. Continuous training is essential to develop these competencies, encompassing

courses, workshops, and practices in scientific research. Participation in academic activities, co-

llaborations, publications, and conference presentations also contributes to strengthening these

competencies.

Following this line of thought, Díaz and Cardoza (2021) highlight that in the Latin American re-

gion, student scientific production has experienced a significant increase in recent years. The

authors also add that, according to a study conducted by the Red de Indicadores de Ciencia y

Tecnología Iberoamericana e Interamericana in 2021, students in the region published a total

of 22,612 scientific articles in Scopus-indexed journals, marking a significant 30% increase com-

pared to 2020.

According to the Scimago Index 2022, the leading countries in student scientific production in

The research competencies of university teachers and the scientific production of studentss

Savier Fernando Acosta Faneite, Lisbeth Villalobos Fernández and Judith Gutiérrez Villalobos

Latin America are Brazil, Mexico, Argentina, Chile, and Colombia; meanwhile, Venezuela ranks

eighth out of a total of 50 countries in the region. Regarding research fields, medicine ranks

first, followed by natural sciences, social sciences, engineering, mathematics, and computer

science.

However, Hernández et al. (2022) point out that, despite this growth, student scientific produc-

tion in Latin America still lags behind other regions of the world such as Europe, Asia, and the

United States. Nevertheless, these advances indicate progress in developing a scientific culture

among university students in the region. This increase is attributed to various factors, including

increased investment in higher education, improved education quality, the growing internatio-

nalization of research, and the development of programs supporting student research. These

elements have contributed to strengthening participation in generating scientific knowledge in

the region.

For Acosta (2023), the influence of Venezuelan university professors on the limited scientific

production of students is influenced by several factors. Many lack the necessary research trai-

ning, either because they did not have the opportunity to participate in projects during their

studies or because student research is not a priority in Venezuelan universities. Additionally, the

lack of incentives for research in Venezuela contributes to this unfavorable scenario. The absence

of resources, recognition, and opportunities for publication in high-impact journals discourages

university professors from prioritizing research in their work. This lack of research impetus trans-

lates into a lack of support for student participation in research projects.

According to Blanco (2021), another crucial challenge is the time limitation faced by Venezuelan

university professors due to their overwhelming workloads. Between teaching, research, and

administrative tasks, they have little time to dedicate to student research. This temporal restric-

tion prevents professors from providing the guidance and support necessary for students to

carry out high-quality research.

Finally, Canquiz et al. (2023) argue that the negative perception of research in Venezuela as an

elitist and impractical activity also influences students' limited interest. The idea that research

lacks practical utility can discourage student participation in research activities, thereby contri-

buting to limited scientific production. It is essential to address these challenges to foster a con-

ducive environment for the development of student research in the Venezuelan university

context.

Therefore, the underlying causes of this issue may lie in teachers correcting papers without pro-

viding meaningful feedback to the student. Additionally, they do not explain in detail how re-

search processes should be approached. In many cases, there are also differences of opinion

among teachers about how these processes should be carried out. Furthermore, the delay in

providing corrections exacerbates the problem, given the limited time available to students to

conduct research, as deadlines are aligned with the academic calendar. Therefore, the objective

of this study was to determine the relationship between the research competencies of university

Revista Digital de Investigación y Postgrado, 5(10), 81-94

Electronic ISSN: 2665-038X

professors and the scientific production of students.Methodology

The study adopted a quantitative approach, which, according to Acosta (2023), focuses on ob-

taining numerical data and their statistical analysis. Likewise, the research type was basic, pure,

or fundamental, which, according to Arias (2016), focuses on creating new theories or improving

existing ones. Similarly, the level was descriptive, which involves the characterization of a fact,

phenomenon, individual, or group, and correlational in scope, which, according to Hernández

and Mendoza (2018), seeks to determine relationships between variables without manipulating

them, simply by measuring and analyzing their link. In the case of the study, it allowed for the

analysis of the relationship between the variables of research skills of teachers and the scientific

production of students. The design was non-experimental, characterized by data collection in

natural environments without planned intervention, and cross-sectional, as information was co-

llected at a single point in time.

The study population consisted of 32 teachers and 98 undergraduate and graduate students

from the following universities: University of Zulia - LUZ, Dr. Rafael Belloso Chacín University -

URBE, José Gregorio Hernández University, and Rafael Urdaneta University - URU. It is note-

worthy that the information was not classified by university, as it is not necessary to know the

behavior of the phenomenon by educational institution, but rather seeks a general perspective

of what happens regarding the problem posed, so there was no classification between teachers

and students either. The sample selection was random, with criteria for inclusion being diverse

disciplines and academic levels (undergraduate and graduate) and active involvement in re-

search.

The participation of universities with recognized academic programs, trajectory, and varied ap-

proaches to research was prioritized to ensure diversity in students' scientific production. The

research experience of teachers was also considered, including those with a history of directing

research projects and making significant contributions to the development of research skills

among students. The inclusion of university students was based on their active participation in

research projects, scientific publications, or conference presentations.

To collect information, the survey technique was employed. Questions were formulated to a

group of subjects with the purpose of obtaining specific data. A Likert-type structured ques-

tionnaire composed of 48 items (24 for each variable) presenting five response alternatives was

used. The questionnaire was transcribed into the digital format of Google Forms and sent to

respondents via WhatsApp and email for completion.

It is worth noting that the instrument underwent evaluation by specialists before its implemen-

tation. Additionally, its validity was determined using Cronbach's Alpha reliability coefficient, ob-

taining values of 0.875 for the "research skills" variable and 0.915 for the "scientific production

of students" variable. Finally, the results were analyzed using the statistical software SPSS, version

27. Frequency tables were generated for descriptive statistics, and a correlation table resulted

from the inferential statistical process.

The research competencies of university teachers and the scientific production of studentss

Savier Fernando Acosta Faneite, Lisbeth Villalobos Fernández and Judith Gutiérrez Villalobos

Results

Below are the tables detailing the research results on the research skills of teachers and the

scientific production of students.

Table 1

Research Skills of Teachers

Source: Authors' elaboration (2024).

The results presented in Table 1 provide a detailed assessment of the research skills of teachers.

Regarding the "mastery of methodological processes," the low level is predominant, covering

69.1%, indicating a need for strengthening in this domain. This is followed by the high level at

22.5%, suggesting a significant presence of skills, while the medium level is more limited, re-

presenting 8.33% of the total.

Regarding "teaching skills," participants' perception shows that 72.5% rate these skills at a me-

dium level, reflecting a solid but not exceptional foundation. In contrast, 17.5% perceive them

at a low level, suggesting areas for improvement, and only 10.5% evaluate them at a high level,

indicating a smaller presence of exceptional skills in this aspect.

Regarding "management skills," 60.8% of respondents position them at a medium level, deno-

ting a balance in these competencies. On the other hand, 23.3% recognize them at a high level,

indicating a prominent presence of management skills, while only 15.8% categorize them at a

low level, indicating areas for improvement.

Finally, when analyzing "communication skills," it is highlighted that 73.3% place them at a me-

dium level, indicating widespread communicative competence. On the other hand, 16.6% rate

them at a high level, highlighting the presence of exceptional communication skills, and only

10.5% position them at a low level, indicating specific areas for improvement in this aspect.

From the results, it is concluded that there are areas where teachers need to improve to strengt-

hen research skills. The low level observed in the "mastery of methodological processes" sug-

gests a need for improvement in this aspect. Although "teaching skills," "management skills,"

and "communication skills" are perceived at a medium level by most respondents, this indicates

that they could still be improved to promote the development of research skills in students.

Levels

Methodological Pro-

cesses Mastery

Teaching Skills

Management

Skills

Communication

Skills

f % f % f % f %

Low 83 69,1 21 17,5 19 15,8 12 10,5

Medium 10 8,23 87 72,5 73 60,8 88 73,3

High 27 22,5 12 10,5 28 23,3 20 16,6

Total 120 100 120 100 120 100 120 100

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Table 2

Causes of low scientific production among students

Source: Authors' own elaboration (2024).

The results in Table 2 provide a detailed insight into the causes attributed to the low scientific

production among students, focusing on the "guidance" provided by teachers. According to

the respondents, 74.1% receive little guidance from teachers, hence perceiving it as deficient. A

moderate rating is assigned by 16.6%, indicating some balance, while only 9.1% consider it ef-

ficient, pointing out areas where more effective guidance is evident.

Regarding "timely feedback," 77.5% of participants rate it as deficient, indicating a lack of prompt

response from teachers. A moderate rating is perceived by 14.1%, and only 8.33% classify it as

efficient, suggesting the presence of more effective practices in this dimension.

Concerning "time management," 72.5% of respondents express it as deficient, indicating cha-

llenges in effective time management by teachers. A moderate rating is given by 19.1%, denoting

some balance, and only 8.33% evaluate it as efficient, highlighting areas where time manage-

ment stands out.

Finally, regarding "methodological direction accuracy," 70% respond that it is deficient, indicating

difficulties in the precise application of methodologies. A moderate rating is perceived by 16.6%,

suggesting a balance, and 13.3% classify it as efficient, indicating areas where more precise met-

hodological direction is evident.

Based on the results obtained, we can conclude that the low scientific production among stu-

dents can largely be attributed to the lack of guidance provided by teachers. Most respondents

expressed experiencing limited guidance, insufficient feedback, poor time management, and

imprecise methodological direction. These factors significantly contribute to a general percep-

tion of deficiency in the quality of teacher guidance.

The results suggest an urgent need to improve teacher guidance to foster greater scientific

production among students. It would be beneficial to address specific areas identified, such as

the lack of adequate guidance, timely feedback, efficient time management, and precise met-

hodological direction. This improvement could be achieved through the implementation of trai-

ning programs for teachers, the creation of additional educational resources, and the

establishment of effective practices that promote an environment conducive to research and

The research competencies of university teachers and the scientific production of studentss

Levels

Guidance Timely feedback Time management

Methodológical direc-

tion accuracy

f % f % f % f %

Deficiente 89 74,1 93 77,5 87 72,5 84 70

Moderate 20 16,6 17 14,1 23 19,1 20 16,6

Efifcient 11 ,1 10 8,33 10 8,33 16 13,3

Total 120 100 120 100 120 100 120 100

Savier Fernando Acosta Faneite, Lisbeth Villalobos Fernández and Judith Gutiérrez Villalobos

academic production. Furthermore, constant feedback from students could be valuable for ad-

justing guidance strategies and ensuring that their specific needs are met. Ultimately, these im-

provements could have a positive impact on the quality and quantity of students' scientific

production.

Table 3

Correlation Coefficients of Variables

Source: Authors' own elaboration (2024).

Table 3 shows that the Spearman's correlation coefficient between the research skills of teachers

and the scientific production of students is 0.814. This value is very close to 1, indicating a very

strong positive correlation between the two variables. In other words, the analysis results show

that there is a very close relationship between the research skills of teachers and the scientific

production of students. This indicates that teachers with higher research skills tend to have stu-

dents who produce more scientific articles.

The results demonstrated that the research skills of teachers can have a significant influence on

the scientific production of students. The effectiveness of teachers as researchers seems to be

crucial for guiding students in the development of their research skills, which in turn, can result

in higher scientific production. It would be beneficial for teachers to share their experiences and

research methods with students, thus fostering the development of skills that contribute to a

more robust scientific production.

Discussion

When contrasting the obtained results with the theoretical postulates of this study, weaknesses

are observed in the vast majority of indicators regarding the "mastery of methodological pro-

cesses in teachers". Barros and Turpo (2022) emphasize its importance by stating that this skill

is fundamental to provide the necessary foundation in the development of research skills in stu-

dents. Mastery of methodological processes implies the teacher's ability to guide students in

the effective application of research methods and techniques. According to Blanco and Acosta

(2023), this skill not only influences the quality of teaching but also plays a crucial role in the

Research skills of

teachers

Scientific Production of

Students

Spearman's

Rhon

Research skills of tea-

chers

Correlation Coefficient

1,000 ,814

Sig. (bilateral) ,000

N 120 120

Scientific Production of

Students

Correlation Coefficient

,814 1,000

Sig. (bilateral) 0.000

N 120 120

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development of critical, analytical, and argumentative skills in students, essential aspects for

their active participation in subsequent research processes, as well as in their academic and

professional training.

According to Blanco (2021), a teacher with a solid methodological mastery can guide students

in the effective application of research methods, promoting a deep understanding of scientific

processes. According to Acosta (2023), this facilitates students acquiring the necessary skills to

carry out autonomous research, which, in turn, contributes to greater scientific production by

boosting students' ability to address scientific questions and issues systematically and rigorously.

Regarding "teaching skills" in teachers, Castellanos et al. (2022) suggest that they are of great

significance in fostering scientific production among university students since a teacher with ef-

fective pedagogical skills can inspire interest and scientific curiosity in students. For Cardoza et

al. (2023), the ability to transmit knowledge clearly and motivates facilitate the understanding

of complex scientific concepts while stimulating critical thinking and creativity.

According to Dávila et al. (2022), a pedagogical approach that advocates for active participation

and scientific exploration emerges as a key element in developing research skills in students.

This type of approach goes beyond mere knowledge transmission and fosters an educational

environment in which students are encouraged to engage directly in the process of discovery

and analysis. By providing opportunities for inquiry and the practical application of scientific

principles, this approach not only strengthens conceptual understanding but also lays the

groundwork for the training of future researchers and knowledge generators in the scientific

field.

Fostering active participation involves creating opportunities for students to explore and apply

scientific methods in problem-solving or the investigation of specific phenomena. This not only

enhances their understanding of concepts but also nurtures their ability to formulate questions,

design experiments, and critically analyze data. It also promotes independent thinking and in-

tellectual autonomy, fundamental aspects for the development of strong research skills.

When analyzing "management skills" in teachers, Leyva et al. (2022) consider them vital for creating

an environment conducive to the scientific production of students. This is because efficient ma-

nagement of research projects involves proper planning, resource allocation, and progress mo-

nitoring, which directly influences the quality and success of scientific work. Additionally, according

to Mejía et al. (2020), management skills enable the creation of a collaborative environment where

teachers can facilitate student participation in joint research projects, promoting interaction and

knowledge exchange, crucial elements for the development of meaningful research.

Continuing with the analysis, regarding "communication skills" in teachers, Molina (2023) states

that they are fundamental for the scientific production of students since they facilitate the ef-

fective transmission of knowledge and ideas. This indicates the ability to clearly communicate

scientific concepts, findings, and methodologies, which is important for guiding students in pre-

The research competencies of university teachers and the scientific production of studentss

Savier Fernando Acosta Faneite, Lisbeth Villalobos Fernández and Judith Gutiérrez Villalobos

senting their research results.

According to Nolazco et al. (2022), effective communication skills contribute to creating a co-

llaborative environment where teachers can effectively communicate their expectations and

provide constructive feedback, thus improving the quality of scientific projects developed by

students. Meanwhile and Reiban (2018) points out that communication skills in teachers are a

key facilitating element for the successful dissemination of research and the impact of scientific

production on the academic community.

On the other hand, when analyzing the causes of the low scientific production of undergraduate

and graduate students, regarding "guidance," Aponte (2022) points out that when there is little

guidance from teachers, scientific production of students is significantly affected. In this regard,

Beigel et al. (2022) consider effective guidance to be fundamental in providing adequate gui-

dance and support during the research process.

According to Cantabrana et al. (2020), a deficit in this aspect can result in disoriented students,

facing difficulties in structuring and developing research projects. Hence, according to Romero

(2023), lack of direction can also lead to the choice of inadequate approaches or lack of clarity

in objectives, hindering the development of research skills and limiting students' ability to con-

tribute significantly to scientific knowledge.

Regarding "timely feedback," Biagioli and Lippman (2020) highlight the idea that this plays a

critical role in students' scientific production, and its absence can have significant negative con-

sequences because when teachers do not provide real-time feedback on students' progress,

they face difficulties in correcting errors, improving methodologies, and adjusting their approa-

ches. According to León et al. (2022), the lack of adequate feedback can demotivate students

and affect the quality of their research since they are deprived of the opportunity to learn from

their mistakes and progress in their projects effectively.

When analyzing "poor time management" by teachers, González et al. (2022) suggest that this

directly impacts students' scientific production because research requires careful planning and

efficient allocation of temporal resources. In this regard, Ruiz et al. (2020) state that when tea-

chers do not manage the time allocated to research projects properly, students may face tight

deadlines, stress, and a lack of time to conduct thorough research. This affects the quality and

depth of scientific work, limiting students' potential to address research questions comprehen-

sively and contribute significantly to the scientific field.

Finally, the lack of accuracy in methodological direction by teachers, according to Beigel et al.

(2022), has a substantial impact on students' scientific production, as imprecise direction can

result in incorrect application of methodologies, misinterpretation of data, and lack of rigor in

research execution.

This compromises the validity and reliability of results, negatively affecting the overall quality of

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research projects. Likewise, Several Llontop et al. (2023) affirm that the lack of direction can also

influence students' ability to develop research skills and apply appropriate methodologies, thus

significantly limiting their contribution to scientific knowledge.

Conclusions

The results reveal a significantly high Spearman correlation coefficient, reaching the value of

0.814, indicating a very strong positive correlation between the research competencies of tea-

chers and the scientific production of students. This strong correlation suggests that the quality

of research competencies in teachers is directly related to students' scientific performance. In

other words, teachers with more developed research skills tend to have students who generate

a greater quantity and quality of scientific articles.

This finding also underscores the importance of teachers' research competencies in the training

and development of students in the scientific field since, by possessing research skills and know-

ledge, teachers act as models and facilitators to inspire students to engage in research projects.

The observed positive correlation highlights that a faculty with research competencies signifi-

cantly contributes to cultivating a research culture among students, thus promoting a more

prolific and high-quality scientific production.

Therefore, these results support the idea that investing in the development of teachers' research

competencies can have a direct positive impact on promoting and improving students' scientific

production. This close relationship between both aspects highlights the importance of designing

strategies and professional development programs for teachers focused on strengthening their

research skills, which will translate into a more enriching and productive educational environ-

ment for students.

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