Cognitive retention and knowledge transfer in qualitative methodology from the neuroscience of doctoral learning
Keywords:
research competence; professional performance; doctoral education; qualitative methodology; training processAbstract
Introduction: The understanding and application of qualitative methodological knowledge are essential for conducting advanced doctoral research.
Objective: To analyze cognitive retention and knowledge transfer in qualitative methodology from neuroscience of doctoral learning.
Methods: The quantitative, descriptive, and cross-sectional study was conducted in April 2025 with 43 doctoral students in their third semester of the Education program at the National University San Luis Gonzaga de Ica. Cognitive retention and knowledge transfer were assessed through an objective test and an argumentative essay. Data were analyzed using SPSS v. 25, applying measures of central tendency and dispersion median, range (R), and interquartile range (IQR) as well as Spearman’s rank correlation coefficient (ρ), considering results statistically significant when p<0.05.
Results: Median scores of 15.0 points were found for cognitive retention and knowledge transfer. Wide ranges were observed in recall (R=9.0) and comprehention (R=7.0), and a narrow range in recognition (R=2.0; IQR=1.0). In retrieval, all indicators presented R=2.0 and IQR between 1.0 and 2.0, reflecting a homogeneous but limited performance. A statistically significant and very strong correlation (ρ=0.9652) was found between cognitive retention and transfer of qualitative knowledge.
Conclusions: Cognitive retention and knowledge transfer in qualitative methodology reflected low performance, high correlation and critical cognitive limitations in doctoral students from the neuroscience of learning.
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