Maestría en Educación con mención en Pedagogía

URI permanente para esta colecciónhttps://hdl.handle.net/20.500.13053/374

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Examinando Maestría en Educación con mención en Pedagogía por Materia "Academic achievement"

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    Los estilos de aprendizaje y su relación con el rendimiento académico de los estudiantes de básica secundaria y media de la institución educativa san Agustín del Municipio de Villanueva Casanare. Colombia en el año 2016
    (Universidad Privada Norbert Wiener, 2017-12-07) Cipagauta Blanco, Yenny Liliana; Puente Saldaña, Rosa Ernestina
    The main objective of the research was to analyze the relationship between the learning styles and the academic performance of the secondary and middle school students of the San Agustín Educational Institution of the San Agustin district of the municipality of Villanueva Casanare in 2016; The directives and teachers of the institution noted with great concern that there was a very low academic performance compared to other institutions in the municipality. There were several cases of school dropout and considerable apathy and demotivation that the students of the district presented before their cognitive process, factors that caused the institution to be affected not only in the low quality of learning, But in the low results in the external tests that the official entities of the educational sector realize annually leading to an intervention by the national education ministry. The situation described above, led to the investigation of how learning styles affect or not the academic performance of students of the San Agustín educational institution. The study carried out an analysis of the learning styles, considered by some authors as the direct ones in the process of learning and had as an aim to investigate and to propose strategies that would strengthen the learning, the academic performance and the motivation of the students. The research is of basic type and the non-experimental design of the correlational descriptive level; In order to obtain clear and truthful information, a random sample of 79 students including men and women residing both in rural and urban areas belonging to the San Agustín Educational Institution of the municipality of Villanueva Casanare, Colombia, were selected. The measurement instrument that was applied to the students of the institution to obtain the results of the present investigation was the questionnaire of CHAEA Learning Styles, elaborated by Alonso, Gallego and Honey (1997), who identified the Learning Styles, the Cognitive, affective and physiological features that serve as relatively stable indicators of how students perceive, interact and respond to their learning environments. The questionnaire in question consists of 80 questions, 20 items per learning style, classified into four categories: active, reflective, theoretical and pragmatic with it, it was sought to concretize the specific characteristics and skills of the style preferred by learners. This questionnaire was validated in Peru by Capella et al. (2002). The present questionnaire was submitted by Alonso (1997) to the requirements of reliability and validity. To do this, the Cronbach Alpha test was applied, which yielded a value of 0.71. For the validity of the questionnaire, the content analysis was performed with the participation of five experts in Education: Alicia Sanabria Guerra, Ivan Dario Nieto y Yohana Leguizamón Vargas, Elina Judith Castañeda Perilla y Edwin Albeiro Tovar González. In order to obtain the results of the academic performance, the students' average performance was obtained, corresponding to the last school year, taking into account the subjects covered in the institutional curriculum. Statistical analysis of the data was performed using measures of central tendency such as frequency distribution, arithmetic mean, standard deviation, and variance. Thanks to these statistics it was possible to identify that the style preferred by the participating students is the style of reflective learning. In order to obtain the relationship between the two variables, Pearson's correlation coefficient of R was used, through which it was verified that the reflexive learning style has a positive linear correlation with a positive correlation with a score of 0.18, followed by the Theoretical style with a score of 0.38
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    Estrategias pedagógicas para desarrollar competencias comunicativas y su influencia en el rendimiento académico de los estudiantes de secundaria del colegio la nueva familia en el año 2015
    (Universidad Privada Norbert Wiener, 2018-02-22) Hernández Martínez, Guillermina del Carmen; Reátegui Ramírez, Raúl
    The purpose of this study was to determine the influence of pedagogical strategies on the development of communicative competence and their impact on academic performance in English among secondary school students in Duitama (2015). The research followed a quantitative approach, applying a pre-test and post-test to a sample of 15 tenth-grade students. Previously selected pedagogical strategies were implemented to strengthen oral production, written production, reading comprehension, and listening skills through ten collaborative learning sessions. Data collection included an academic performance instrument and a questionnaire validated by the academic advisor. Statistical analysis was conducted using the paired samples t-test in Excel. The results showed significant differences between the pre-test and post-test scores, confirming the positive influence of pedagogical strategies on the development of communicative competence and academic performance. It is concluded that pedagogical strategies are intentional procedures that integrate theory and practice, considering context, teacher and student roles, resources, organization, and evaluation. These factors significantly influence foreign language learning and contribute to improving students’ academic achievement.
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    Los factores subjetivos del entorno familiar y su influencia en el rendimiento académico de los estudiantes de en el área de ciencias socialesundécimo bachillerato de la institución educativa Cupiagua 2019
    (Universidad Privada Norbert Wiener, 2021-03-12) Pérez Suárez, Ana Edilma; Egoavil Vera, Juan Raúl
    His research project has as a fundamental problem the parents 'socio-economic level and its relationship with the academic performance of the eleventh grade students of the Cupiagua Educational Institution, in the study the parents' socio-economic level works with two variables of family and the academic performance of the students. The general objective of the research is to describe the influence of a socio-economic aspect and its influence on the academic performance in the area of social sciences of the eleventh grade students of the Cupíagua Educational Institution in 2019. The research is in a quantitative approach, it is a basic research because you only want to know what happens with two variables, a practical application does not go with this information. The research is descriptive correlational, as it seeks to observe how the socio-economic level of parents influences the academic performance of eleventh grade students. The instrument used to collect the data was a survey with closed questions. The data processing was carried out with the Excel program to graph the responses and then the SPSS statistical program is used to determine the correlation. Spearman's correlation is used. In the analysis of the data we can conclude that a very high percentage considers that they have sufficient income, it can also be observed that 50% of the parents have a medium education, 40% have a low education, 5% have a very low education and only 5% high education. It is also evident that the family climate or family environment in 56% of cases is fair, 39% fair and only 5% consider it to be good. Through the statistical analysis, it was shown that the level of relationship between the parents' socio-economic level and academic performance is r = 0.000, that is, non- existent, which is why the null hypothesis is accepted. There is no relationship or influence between the socio-economic level of the parents and the academic performance of the eleventh grade students of the Cupiagua educational institution. The statistical test also showed that the level of relationship between parents' educational level and academic performance is r = 0.204, which indicates a very low level of positive relationship, while family climate and academic performance showed a level of relationship of r = 0.117 so the relationship is very low positive.
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    Influencia de la práctica deportiva en el rendimiento académico de los estudiantes de la Institución Educativa Vanegas del Municipio de Lebrija, Santander - Colombia
    (Universidad Privada Norbert Wiener, 2017) Sarmiento Tirado, Alvaro
    The following study tries to establish the influence of sports practice, understanding this as all activity conducted on schoolchildren, with the academic performance of students in a rural school, in the municipality of Lebrija, Santander, Colombia. Research is methodologically descriptive where specific types of activity are evaluated: recreational, competitive and educational, and the relationship of these to academic performance. Participating in the study 111 students, which was applied an instrument to measure the study variables. The results show a positive correlation ofr =0.583 for students who perform competitive activity, r = 0,624 for students doing recreational activity, and r = 0,502 for those conducting educational activity. We conclude that the more sports, academic performance is better.
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    Influencia de relaciones intrafamiliares en el rendimiento escolar en estudiantes de grado 6° y 7° de la Instituciónel Cairo, Municipio Valle del Guamuez, Putumayo-Colombia, 2014
    (Universidad Privada Norbert Wiener, 2019-02-28) Ibeth García, Carine; Pizarro Arancibia, Lily Marisol
    In the research study " Influence of intra-family relationships on school performance in students of sixth and seventh grade in Cairo school, Valle del Guamuez, PutumayoColombia 2014.", It is pretended to encourage and promote parents integration in their children education as they have a key role in the transmission of knowledge, values and customs that help them adapt to society as active and productive people in the educational process and create a better life quality. This research process was carried out by direct observation with a sample of 27 students that corresponds to 25 % of the population where it was evident that 90 % did not receive help from their parents in the school activities, 70 % are dysfunctional families , 85 % had dialogue necessity, 50 % of students attend forced by their parents , 75 % without family ties, 90% of children with illiterate parents so we can say that this is the cause of low performance in different areas and the low expectations of a future for their children so it is very important to know, deepen and emphasize the consequences that are related factors with intra-family relationships in the development of the educational process .
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    Relación entre el liderazgo pedagógico y el rendimiento académico de los estudiantes de los grados décimo y once del Colegío Angulo, Girón-Colombia, 2018
    (Universidad Privada Norbert Wiener, 2021-03-08) García González, Ricardo; Pizarro Arancibia, Lily Marisol
    The general purpose of this research work is to establish the relationship that pedagogical leadership has with the academic performance of the tenth and eleventh grade students of the Ángulo de Girón Santander Colombia School in 2018. Methodologically, it is a research with a quantitative approach, a basic type of correlational level, of non-experimental design. The population object of the investigation corresponded to the tenth and eleventh grade students of the aforementioned College. The population size was 87 students and the sample was 36, which was defined using a non-probabilistic convenience sample, where an instrument was applied to evaluate the study variables. The research method is quantitative, for this research, field research techniques such as observation, application of Likert questionnaire-type surveys and analysis of note sheets were used. The results showed a favorable Spearman correlation coefficient in terms of the relationship between pedagogical leadership and academic performance, with which the general hypothesis was verified in the present investigation, Likewise, the results of the survey and the analysis of the academic reports evidenced this relationship, as it was evidenced favorability and correlation in this aspect.
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    El trabajo colaborativo y rendimiento académico de los estudiantes de 6° grado de la institución educativa Gabriel García Márquez, 2020
    (Universidad Privada Norbert Wiener, 2022-07-22) De la Cruz Sierra, Jorge Stalin; Calla Vásquez, Kriss Melody
    This research is entitled: The collaborative work and academic performance of 6th grade students of the Gabriel García Márquez Educational Institution, 2020. It corresponds to the quantitative research approach, applied type, it is descriptive level, it assumes the correlational design, in reason that establishes as an objective relationship between the variables: Collaborative work and Academic performance. The questionnaire technique is used for data collection. The questionnaire as a measurement and diagnostic instrument is applied being observable and measurable. The population was made up of 96 students of the 6th grade of Secondary education. To collect data, the Likert scale survey was applied for the two variables after a pilot test. They were validated and presented a high reliability coefficient with Cronbach's alpha of 0.886. Finally, as a result, it was possible to determine that there is a direct relationship between the variables collaborative work and academic performance, in the same way applying Spearman's non-parametric statistic and the rho parameter hypothesis test yields favorable results. It is concluded that there is a significant correlation between collaborative work and academic performance, being a good positive relationship as well as between the dimensions of collaborative learning, interaction of knowledge, discipline and the role of the teacher.