The objective of this article is to establish the impact of project-based learning on networking and communication competences I in engineering students from Lima city. The study was of an applied type, quasi-experimental design, and was made up of a population conformed by 39 students of the VI cycle of engineering, an objective test was applied to measure the impact of project-based learning on network and communication competences I. The research results determined the statistically significant relationship of projectbased learning and networking and communications competences I in engineering studentswith pretest values of Z = -, 498 greater than -1.96 (critical point) and level of significance pvalue = 0.618 greater than α = 0 ,05 (p>α) and then with values in the posttest of Z = -4,488 less than -1.96 (critical point) and level of significance p-value = 0.000 less than α = 0.05 (p <α), therefore the project-based learning positively and significantly impacts on network and communication competences I, in engineering students, supporting the alternative hypothesis and rejecting the null hypothesis. Consequently, we reached the conclusion that the application of the project-based learning methodology has demonstrated that caused a positive and significant impact on network and communications competences I in engineering students.

The purpose of this article was to determine the incidence between learning strategies and academic goals in the competences of the curricular experience of electronics and digital circuits in engineering students of a private university in Lima, Peru. The objective was to explain how learning strategies and academic goals explain the behavior of engineering students of competencies in electronics and digital circuits. For this study, a sample of 89 students from the III cycle was used, to whom the ACRA test instruments were applied for the learning strategies of Román and Gallego (2001), the CMA academic goals test of Durán and Arias (2015) and a test to assess skills in electronics and digital circuits. According to the results obtained, it was shown that learning strategies and academic goals affect the skills of electronics and digital circuits in engineering students. By obtaining x2 = 83.782, (p = .000 <0. 05 and Wald = 16.326 showing that the proposed model is acceptable

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