Estrategias de aprendizaje y su relación con el rendimiento académico en estudiantes de un Instituto Superior De Educación. Iquitos- 2018
Date
2021-03-13
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Universidad Científica del Perú
Abstract
El presente estudio ha buscado establecer el grado de relación entre las
estrategias de aprendizaje: Repetición, Elaboración y Organización,
Pensamiento crítico, Autorregulación meta cognitiva y Administración del
tiempo y del ambiente, Regulación del esfuerzo, Aprendizaje entre iguales
y Búsqueda de ayuda con el rendimiento académico en estudiantes de
un Instituto de Educación Superior de la Ciudad de Iquitos. La
investigación es de tipo no experimental, sustantiva, y transversal, de
diseño correlacional. La muestra estuvo conformada por dos cientos
estudiantes matriculados en el año 2018. El instrumento utilizado fue un
cuestionario de evaluación de las estrategias de aprendizaje y los
registros de notas de los estudiantes. Los resultados obtenidos confirman,
basados en el análisis correlacional a un nivel de significancia del 0,05 y
con un nivel de confianza de 95%, donde los coeficientes de correlación
Rho de Spearman indican que las correlaciones son significativas entre
las estrategias de aprendizaje en estudio y el rendimiento académico
The present study has sought to establish the degree of relationship between learning strategies: Repetition, Development and Organization, Critical Thinking, Self-regulation, Cognitive Goal and Time and Environment Management, Regulation of Effort, Peer Learning and Search for help with performance academic in students of an Institute of Higher Education of the City of Iquitos. The research is non-experimental, substantive, and cross-sectional, correlational design. The sample consisted of two hundred students enrolled in the year 2018. The instrument used was a questionnaire evaluating the learning strategies and records of student grades. The results obtained confirm, based on the correlational analysis at a 0.05 level of significance and with a 95% confidence level, where Spearman's Rho correlation coefficients indicate that the correlations are significant between the learning strategies under study and academic performance.
The present study has sought to establish the degree of relationship between learning strategies: Repetition, Development and Organization, Critical Thinking, Self-regulation, Cognitive Goal and Time and Environment Management, Regulation of Effort, Peer Learning and Search for help with performance academic in students of an Institute of Higher Education of the City of Iquitos. The research is non-experimental, substantive, and cross-sectional, correlational design. The sample consisted of two hundred students enrolled in the year 2018. The instrument used was a questionnaire evaluating the learning strategies and records of student grades. The results obtained confirm, based on the correlational analysis at a 0.05 level of significance and with a 95% confidence level, where Spearman's Rho correlation coefficients indicate that the correlations are significant between the learning strategies under study and academic performance.
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Keywords
Estrategias de aprendizaje, Rendimiento, Learning strategies, Performance
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