The objective of the study was to determine if there is a significant correlation between academic motivation and student learning. For this reason, research on academic motivation was carried out to improve the teaching and learning of university students. The study carried out is applied, being the level of descriptive-correlational research. The research was cross-sectional; since the CEAP48 Scale survey was applied only once; but only the EMAP-01 Learning Motivation Subscale was used, which consists of 24 statements and notes. The sample is a simple random of 46 students enrolled in the 2022-1 semester. It was shown that the application of academic motivation and learning occupies 71.7% (33) at the highest level in the performance motivation dimension. Therefore, motivation improves in learning; however, it is necessary for teachers to apply this didactic resource in their classes, since it is demonstrated in the results. It was determined that more than 50% of the respondents are above 3.96 in the mean, that is, they have a favorable attitude. On average, the subjects are located in superficial motivation. Likewise, 0.631 scale units deviate from the average. Therefore, the use of this resource benefits the student. Finally, it is concluded that there is an adequate significant relationship between the variables, due to a moderate correlation, that is, it is favorable.

The objective of the study was to determine if there is a significant correlation between teamwork and academic performance. For this reason, research on teamwork to improve academic performance in higher education was carried out. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional; since the survey was carried out only once using the questionnaire technique, the Likert Scale and notes. The sample is simple random 41 students enrolled in the 2022-1 semester, which constitute the study of the Professional School of Accounting-UNDC. It is shown that of the total number of respondents (the medium level predominates, that is, represented by 39.0% (16) perceives that the application of teamwork occupies 61.0% (25) at the highest level More than 50% of those surveyed are above 2.61, that is, they have a favorable attitude.The average of those surveyed is located at 2.61 (favorable).In addition, they deviate from the average by 0.494 units on the scale Finally, it is concluded that there is an adequate significant relationship between the variables, due to a moderate correlation of 0.738, that is, it is favorable.

The study aimed to determine if there is a significant relationship between multiple intelligence and learning. For this reason, the research was carried out in higher education. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional; since the survey was carried out only once using the technique of the questionnaire and notes. The sample is simple random 48 students. Naturalistic intelligence was shown to be at the highest level of 3.3750; while interpersonal and emotional is 3.3125, musical is 3.2917; and the lowest is Kinesthetic-Corporal is 3.0833 and the general average is 3.2176. Therefore, multiple intelligences improve student learning; however, it is necessary that teachers take into account in their classes the naturalistic, interpersonal and emotional intelligences are the most representative. It was determined that more than 50% of the respondents are located at 3,0000, since the maximum is five, then it is favorable. Likewise, the most repeated times is 3.00 Likewise, 1.14854 scale units deviate from the average, because it is low it induces less data dispersion. Therefore, it is used in learning the multiple intelligences of the students. Finally, the calculated p value is 0.000, which is less than 0.01 (0.000< 0.001), so the null hypothesis is rejected and the alternative hypothesis is accepted. The rho coefficient is 0.852, which indicates that the relationship between the variables is direct and its degree is very high. In conclusion: It can be stated with 99% confidence that there is a very high positive relationship between the degree of multiple intelligences and the learning of university students.

Technological progress has transcended communication, immediacy, sending audiovisual and written materials, interaction and interactivity anywhere in the world. Reason, that the efficiency of WhatsApp for learning in higher education was investigated. The objective was to determine if there is a correlation between the usefulness of the application and the improvement of learning. The methodology is based on descriptive, the representative sample was 20 students; For this reason, the questionnaires were elaborated. How often do you review the messages of this application during the day? Is the reception and storage of educational materials of the application efficient? Is it effective in sending and receiving the link of the virtual platforms through WhatsApp? Does your rating improve due to the availability of educational materials for use per month? Do you consider the tool useful for evaluations in each module? and Does it improve learning by using WhatsApp as an interactive and indispensable tool per month? Once the data was obtained, it was processed using basic statistics and correlation. The results determined that the moment the application is reviewed was 35%, reviews 4 to 7 times a day, efficiency in sending and receiving materials 80%, efficiency in sending and receiving links with 75%, improves qualifications when using WhatsApp with 45% improved a rating of 15, considers it useful for evaluations with 90% considers it useful, improves learning its use with 85% and correlation between considers WhatsApp useful and improvement of learning with r = 0.973. It concludes that there is a high correlation between considering WhatsApp useful and learning improvement, which means that the use of this tool influences the improvement of learning, however it is necessary to take into account that it is used for academic purposes.

The study aimed to determine if there is a significant relationship between self-esteem and academic performance. For this reason, research on self-esteem was carried out to improve academic performance in higher education. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional, since the survey was carried out only once using the technique of the questionnaire and notes. The sample is simple random 56 students. It was shown that emotional and personal self-esteem occupies 64.3% (36) at the highest level; 21.4% (12) represent family self-esteem; 14.3% (8) is the minimum of the study. Therefore, self-esteem improves in the academic performance of students; however, it is necessary that teachers consider emotional and personal self-esteem in their classes. It was determined that more than 50% of the respondents are above 2.00, that is, they have a favorable attitude. On average, the subjects are located at 1.93 (favorable). Likewise, 0.599 scale units deviate from the average. Therefore, self-esteem benefits the student. Finally, it is concluded that there is an adequate significant relationship between self-esteem and the academic performance of university students, since 9.4877 > 4.445a; then, the null hypothesis is accepted and the alternative hypothesis is rejected, that is, it is favorable.