The purpose of this study is to determine the relationship between the application of didactic strategies and students' academic satisfaction. With respect to the methodology, this is descriptive research with a non-experimental design of correlational descriptive type, cross-sectional. The population consisted of 405 students of the School of Management, with a sample of 198 students, selected in a stratified random probabilistic manner. The variables analyzed were didactic strategies and student academic satisfaction. The information was collected by means of a questionnaire that allows measuring the level of perception of the students on didactic strategies and academic satisfaction of the students with 27 and 24 items respectively. For the processing and analysis of the data obtained, Microsoft Excel and SPSS version 25 were used. It is concluded that there is a very high positive correlation between the research variables; since the correlation coefficient is 0.900 and the significance level 0.00 is less than 0.05. Concluding that students are satisfied with the didactic strategies used by teachers in learning sessions of various subjects.

Keywords: didactic strategies; academic satisfaction; planning; execution; evaluation.

Referring to the topic, the research of (Tolentino, 2014), who investigated the didactic and academic performance of the teacher linked to the satisfaction of students of the pedagogical complementation program; concludes that there is a statistically significant correlation of r = 0.920 between the didactic and academic performance of the teacher and the degree of satisfaction of the students. According to (Calle, 2016), in his research Teaching strategies, learning and degree of personal satisfaction of students, concludes that teaching-learning strategies significantly influence the personal satisfaction of students, since the correlation coefficient is 0.776. On the other hand Aco Corrales (2016), in his study Didactics of the university mathematics teacher and academic satisfaction of the students of the school of General Formation studies of the Faculty of Basic Sciences and Humanities of the Andean University of Cusco - 2016, indicates that the level of correlation between research variables: didactics of the university mathematics teacher and academic satisfaction of students, it is observed that the correlation coefficient is 0.574; therefore, it is concluded that there is a moderate positive correlation. In turn, (Cueva, 2018) investigates teaching performance and academic satisfaction in students of the VI cycle of the specialty of Language, Communication and English language, concluding that there is high positive correlation (significant); between the dimension academic performance and academic satisfaction of students with correlation coefficient 0.793; the same level of correlation exists between dimensions interpersonal relationships and academic satisfaction of students (0.779). On the other hand, it is observed that there is a moderate positive correlation (0.662) between the dimensions didactic performance and students' academic satisfaction.

As for the theoretical framework, the study variables didactic strategies and student academic satisfaction are addressed; with this intention we start describing the meaning of the word strategy, according to the Larousse dictionary, as the art of directing military operations, ability to direct, with this it is confirmed that this word originally emerged in the military field, referring not only to the way to defeat the enemies on the battlefield, but also making an analogy to the context of education specifically to the teaching process, it would be oriented to know skillfully and direct through a set of activities to achieve the expected learning in an area of knowledge.

On the other hand, Dolch (1952) maintains that didactics is the science of teaching and learning in general. Thus, didactics, being part of pedagogy, studies teaching methods and techniques with the purpose of achieving learning in the learner. The purpose of didactics is to assume normative decisions that lead to develop learning with the help of the methods used in teaching; in this sense, it assumes the role of seeking methods, strategies, techniques, means and materials for the best learning. According to (Feo, 2015), didactic strategies are assumed as procedures and techniques through which, the teacher together with the students, organize consciously, actions to be performed, methods, techniques, strategies, means and materials to promote the learning process; this way of approaching the educational task allows achieving expected learning, which also allows adapting to the learning needs of students.

Cazau (1999) considers that didactic strategies are put into practice in an inseparable way in the teaching and learning process, where planning, execution and evaluation take place. Likewise, García Sanz & Morillas Pedreño (2011), consider that there are three fundamental tasks that are interrelated in educational intervention: planning, execution, and evaluation. For its part, the Minedu (2019) ratifies the previous statement by pointing out that planning, mediation, and evaluation of learning come to be processes that operate together and are permanently fed back. These are cyclical and are carried out based on the reflection of pedagogical practice. On this basis, for the present research work, the planning, execution, and evaluation stages are assumed as dimensions.

According to (Minedu, 2019), planning is a rational, flexible, open, cyclical, and collegial process; it constitutes a creative, reflective, and critical act, which is put in writing after having thought, analyzed, discerned, chosen and contextualized. It is the act of anticipating, organizing, and deciding on varied and flexible courses of action that foster competence in the students. This implies determining the learning purposes they require in terms of needs, characteristics, interests, potentialities and demands of their environment; proposing situations that challenge them; proposing the use of diverse experiences and resources (strategies, tools, etc.); and foreseeing how the teaching-learning processes will be evaluated and provided with feedback. Deducing, we can affirm that planning is an orderly, rational and reflexive process, which consists of foreseeing time, means, materials, methods, strategies and techniques to be used by the teacher at the moment of developing the pedagogical activity with the purpose of achieving significant learning in students. This phase responds to the following questions: What? How? When? Where? With whom will the pedagogical activity be developed?

The execution of learning is understood as a process of effective interaction between teacher and student, which responds to specific learning purposes oriented to the development of competencies where the teacher is a social, cultural and pedagogical mediator insofar as he/she transmits social and cultural values, pedagogical intentions and visions of the world on which he/she is projected, exercising a social function beyond the classroom and the educational institution. Execution consists of putting into practice or developing that pedagogical activity that has been planned with the purpose of developing competencies and capabilities in students. Generally, this phase is carried out during classes (depending on the planning), and once the strategy is defined, it is put into operation in which the students develop all the activities to build their own learning and the teacher participates as a facilitator or mediator of the process.

Likewise, evaluation is a permanent and systematic process, through which information is collected and processed in a methodical and rigorous manner to know, analyze, and assess students' learning and based on this, to provide feedback on their learning and make decisions in a pertinent manner for the pedagogical practice and in a timely manner for teaching. On the other hand, the RAE (2021), shows the meaning of satisfaction in its fifth meaning as the fulfillment of desire or taste, implying that satisfaction is the achievement of an expectation that one has in relation to a service provided by the entity. According to Velázquez et al. (2010), satisfaction is not only influenced by the perceived value or quality, and by expectations; but also, by the image that the various institutions have or project. Carilli (2000) mentions that student satisfaction with the educational institution (university) is one of the most important indicators of institutional effectiveness.

On the other hand, Tejedor (2002) mentions that the effectiveness of the teaching process provided by universities and the levels of satisfaction shown by students have been a permanent concern of those who carry out academic work, in this case of university systems and their quality control. The student's satisfaction with the career he/she is following is defined by Arias & Flores (2005) as the sense of liking and conformity to the profession he/she is studying. According to Eyzaguirre Reinoso (2016), satisfaction is an attitude shown by the subject towards a certain activity that is performed; which can be positive (satisfaction) or negative (dissatisfaction); this attitude is of great importance, even decisive for many aspects, because only a person who is satisfied with a service or product that he receives, can achieve his goals, objectives, and purposes successfully.

According to Aco Corrales (2016), a student satisfied with the institution where he/she studies in the background ratifies the quality of the institution. That is, we speak of academic satisfaction when the teaching performance meets the students' expectations in the following dimensions: there is coherence between the curriculum proposed by the institution and the graduate profile it intends. In addition, in the development of class sessions, the teacher involves the planning and organization of the same as a form of foresight and determination of competencies and capabilities; the methodology used, if the teacher encourages and promotes research, demonstrates the use of technologies applied to his subject, if communication with students is adequate, if he practices ethics and complies with the regulations established by the university.

According to Hernández & Mendoza (2014), this research corresponds to the quantitative approach, descriptive in scope, non-experimental cross-sectional design, descriptive correlational type because it tries to identify the relationship between the variable teaching strategies and academic satisfaction. The population consisted of 405 students enrolled from the first to the tenth semester, in the professional school of business administration at the Jose Maria Arguedas University of Andahuaylas - 2021. The sample consisted of 198 students, selected in a stratified random probabilistic manner. For data collection, use was made of two questionnaires named: "Questionnaire to measure the didactic strategy" consisting of 27 items; and "Questionnaire to measure the academic satisfaction of students" consisting of 24 items; the instruments were developed based on the theory and dimensions of the two variables: didactic strategies (García Sanz & Morillas Pedreño, 2011): such as planning, organization, execution, evaluation and student satisfaction (Aco Corrales, 2016)), composed of the following dimensions: Knowledge, planning, methodology, research, use of technology, student-teacher relationship, ethics in teaching action, compliance with standards. The application was carried out through Google form, due to the context generated by COVID-19. In addition, reliability was verified through Cronbach's Alpha statistic, obtaining a value of 0.976, which according to Palella & Martins (2012), has a very high level of reliability.

After the application of the research instruments, the following results were obtained:

Table 1.
Teachers' didactic strategies and students' academic satisfaction

			Teaching Strategies	Student Satisfaction
Spearman's Rho	Teaching Strategies	Correlation coefficient	1.000	,900**
		Sig. (bilateral)		.000
		N	198	198
	Student satisfaction	Correlation coefficient	,900**	1.000
		Sig. (bilateral)	.000
		N	198	198
**. The correlation is significant at the 0.01 level (bilateral).

As shown in Table No. 05, the correlation level of the research variables: teachers' didactic strategies and students' academic satisfaction, it is observed that the correlation coefficient is 0.900 and the significance level 0.000 is less than 0.005. Therefore, it is concluded that there is a very high positive correlation, according to Pearson's correlation scale. This implies that the didactic strategies used by the teachers have a direct influence on the academic satisfaction of the students at the professional school of business administration at the Jose Maria Arguedas University of Andahuaylas.
Table 2.
Correlation between the planning dimension and students' academic satisfaction

			Student Satisfaction	Planification
Spearman's Rho	Student satisfaction	Correlation coefficient	1.000	,863**
		Sig. (bilateral)		.000
		N	198	198
	Planification	Correlation coefficient	,863**	1.000
		Sig. (bilateral)	.000
		N	198	198
**. The correlation is significant at the 0.01 level (bilateral).

As shown in Table No. 05, the level of correlation between the dimension of variable 1: planning and variable 2: students' academic satisfaction, it is observed that the correlation coefficient is 0.863 and the significance level is 0.000, which is less than 0.005. Therefore, it is concluded that there is a high positive correlation, according to Pearson's correlation scale. This implies that the teachers' planning has a direct influence on the academic satisfaction of the students at the professional school of business administration at the Jose Maria Arguedas University of Andahuaylas.

Table 3.
Correlation between the performance dimension and students' academic satisfaction

			Student Satisfaction	Execution
Spearman's Rho	Student satisfaction	Correlation coefficient	1.000	,885**
		Sig. (bilateral)		.000
		N	198	198
	Execution	Correlation coefficient	,885**	1.000
		Sig. (bilateral)	.000
		N	198	198
**. The correlation is significant at the 0.01 level (bilateral).

As shown in Table No. 05, the level of correlation between the dimension of variable 1: performance and variable 2: students' academic satisfaction, it is observed that the correlation coefficient is 0.885 and the significance level is 0.000, which is less than 0.005. Therefore, it is concluded that there is a high positive correlation, according to Pearson's correlation scale. This implies that the execution of didactic strategies carried out by teachers has a direct influence on the academic satisfaction of the students of the professional school of business administration at the Jose Maria Arguedas University of Andahuaylas.
Table 4.
Correlation between the performance dimension and students' academic satisfaction

			Student Satisfaction	Evaluation
Spearman's Rho	Student satisfaction	Correlation coefficient	1.000	,887**
		Sig. (bilateral)		.000
		N	198	198
	Evaluation	Correlation coefficient	,887**	1.000
		Sig. (bilateral)	.000
		N	198	198
**. The correlation is significant at the 0.01 level (bilateral).

As shown in Table No. 05, the level of correlation between the dimension of variable 1: evaluation and variable 2: academic satisfaction of students, it is observed that the correlation coefficient is 0.887 and the significance level 0.000 which is less than 0.005; therefore, it is concluded that there is a high positive correlation, according to Pearson's correlation scale. This implies that the evaluation process carried out by teachers has a direct influence on the academic satisfaction of students of the School of Business Administration at the Jose Maria Arguedas University of Andahuaylas.

The results of the present research are similar to other investigations, thus we have Tolentino (2014), who in his study, didactic and academic performance of the teacher related to the satisfaction of the students of the pedagogical complementation program of the San Marcos National University, 2013 - II; indicates, that there is a statistically significant correlation of r = 0.920 between the didactic and academic performance of the teacher and the degree of satisfaction of the students.

Similarly, Calle (2016), in research on, teaching-learning strategies and degree of personal satisfaction of students of the Professional Career of Initial Education at the Jose Carlos Mariategui Andahuaylas University - 2016, indicates that teaching-learning strategies have a significant influence on the personal satisfaction of students, since the correlation coefficient is 0.776.

In the present research the results resemble the previous ones; since it evidences that the correlation coefficient between the research variables, teaching-learning strategies of teachers and academic satisfaction of students in the professional school of Business Administration of the Jose Maria Arguedas University is 0.900; therefore, it is determined that there is a very high or significant positive correlation.

Different from these results evidence Aco Corrales (2016), in his study, didactics of the university teacher of Mathematics and Academic Satisfaction of students in the School of General Training Studies of the Faculty of Basic Sciences and Humanities of the Andean University of Cusco - 2016; indicates that, the level of correlation between research variables: didactics of the university teacher of Mathematics and Academic Satisfaction of students, it is observed that the correlation coefficient is 0.574; therefore, it is concluded that there is a moderate positive correlation.

Regarding the relationship between the dimensions of the study variable didactic strategies: planning, execution, evaluation with the variable academic satisfaction of students, no studies have been found; however, if it has been possible to identify in the research of Cueva (2018), on teaching performance and academic satisfaction in students of the VI cycle of the specialty of Language, Communication and English language of the Faculty of Education of the Jose Faustino Sanchez Carrion National University, cycle 2018 - I; who related the dimensions of the variable teaching performance (academic performance, didactic performance, interpersonal relationships) with the variable Academic satisfaction of students.

In the relationship established between the dimension academic performance and academic satisfaction of students, it was identified that there is a high positive correlation (significant); since the correlation coefficient is 0.793. It is also observed that the level of correlation as high positive (significant) between the dimension: interpersonal relationships and academic satisfaction of students since the correlation coefficient is 0.779.

On the other hand, the relationship established between the didactic performance dimension and students' academic satisfaction shows a moderate positive correlation; however, it is significant, since the correlation coefficient is 0.662. This is in accordance with what was found in this study, since in the relationship between the planning dimension and students' academic satisfaction it was identified that there is a high positive correlation (significant), since the correlation coefficient is 0.863. Similarly, the same results were observed when the execution dimension was related to the students' academic satisfaction variable (r = 0.885) and the evaluation dimension to students' academic satisfaction (r = 0.887).

There is a significant relationship between the didactic performance dimension and academic satisfaction in students of the VI cycle of the specialty of Language, Communication and English Language of the faculty of Education of the Jose Faustino Sanchez Carrion National University, cycle 2018 - I, because the Spearman correlation returns a value of 0.662 representing a moderate positive correlation. There is a significant relationship between the dimension interpersonal relationships and academic satisfaction in students of the VI cycle of the specialty of Language, Communication and English Language of the faculty of Education of the Jose Faustino Sanchez Carrion National University, cycle 2018 - I, because the Spearman correlation returns a value of 0.779 representing a high positive correlation.

There is a very high positive correlation between the research variables: didactic strategies and academic satisfaction of the students of the professional school of Business Administration, academic semester 2021 - I, at the Jose Maria Arguedas University of Andahuaylas; since, the correlation coefficient is 0.900 and the significance level 0.000 is less than 0.05. This means that the more adequate the application of didactic strategies by teachers, the higher the satisfaction of students.

The planning of didactic strategies by the teachers has a significant relationship with the satisfaction of the students at the professional school of Business Administration of the Jose Maria Arguedas University of Andahuaylas - Apurimac 2021 - I, since the correlation coefficient is shown as high positive (0.863) and the significance level 0.000 which is less than 0.05; This means that the better the planning, the higher the academic satisfaction of the students.

The execution of didactic strategies by the teachers has a significant relationship with the satisfaction of the students at the professional school of Business Administration of the Jose Maria Arguedas University of Andahuaylas - Apurimac 2021 - I; since the correlation coefficient is shown as high positive (0.885) and the significance level 0.000, which is less than 0.05. This means that the better the execution of the didactic strategies, the higher the academic satisfaction of the students.

The evaluation carried out by the teachers has a significant relationship with the satisfaction of the students at the professional school of Business Administration of the Jose Maria Arguedas University of Andahuaylas - Apurimac 2021 - I; since it is observed that the correlation coefficient is 0.887 and the significance level 0.000, which is less than 0.005. This means that the more didactic strategies are used in the evaluation, the higher the academic satisfaction of the students.