Pedagogy of success: Perception in undergraduate and postgraduate students at a Peruvian university

Background: the objective of the study was to compare whether there are differences in the perception of undergraduate and postgraduate students about the pedagogy of success. Methods: This is non-experimental research with a comparative descriptive design, and a hypothetical deductive method was used. The Perception of Success Pedagogy questionnaire was applied as a data collection technique with a sample of fifty university students with 23 items based on three dimensions: Opportunity to learn (9 items), Feedback (8 items), and Consideration of the person. (6 items), with the following qualitative value scale: Always, Sometimes, and Never; the scale of quantitative value was from two to zero. To find the instrument's validity, it was subjected to expert judgment, calculating the content validity ratio for each item and considering the criteria of clarity and relevance. The instrument's reliability was determined using Cronbach's alpha, a high consistency between the items. For the questionnaire application, Google Forms was used to obtain fast, timely, and reliable answers. The data were processed through the SPSS V. 25. Results: the pedagogical support of postgraduate Teaching is superior to that of the undergraduate level; however, the undergraduate teacher stands out in listening and empathizing with the students. Conclusions: There are significant differences in the perception of the pedagogy of success among undergraduate and postgraduate university students; therefore, the application of this methodology is more promoted towards postgraduate students than to their undergraduate peers.