Econometric training and the development of professional competencies in Economics students

Abstract

The aim of this study was to analyze the relationship between econometric tools and professional competencies among Economics students at the Private University of Tacna. The research was conducted under a quantitative approach, using a non-experimental, cross-sectional, and correlational design. The sample consisted of 76 students selected through non-probability sampling. Data were collected using a Likert-type questionnaire, whose reliability was assessed through Cronbach’s alpha coefficient, obtaining values of 0.965 for the econometric tools variable and 0.970 for professional competencies, demonstrating high internal consistency. The results showed a statistically significant and strong relationship between both variables (C = 0.960), indicating that a greater mastery of econometric tools is associated with a higher development of professional competencies among the evaluated students. Likewise, strong associations were identified between knowledge of regression models, the use of econometric software, and the interpretation of results with professional competencies. It is concluded that econometric training contributes to strengthening analytical, research, and decision-making skills, highlighting the importance of reinforcing quantitative and practical instruction in the university education of future economists.