Estrategias de aprendizaje y pensamiento histórico en los estudiantes del primer año de secundaria de la Institución Educativa "1255" – 2020
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Date
2022
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo general determinar la relación que existe entre las estrategias de aprendizaje y el pensamiento histórico en los estudiantes del primer año de secundaria de la Institución Educativa “1255” en Huaycán - Lima, durante el año 2020. La investigación realizada fue de tipo cuantitativo no experimental con un diseño correlacional. La población estuvo conformada por los 129 estudiantes del primer año de nivel secundario, mientras que la muestra seleccionada para esta investigación fue de 62 estudiantes pertenecientes a tres secciones de dicha institución educativa: “A”, “Ampliada 1” y “Ampliada 2”. La técnica empleada fue la encuesta y el instrumento fue un cuestionario, la cual fue validada mediante juicio de expertos y con una confiabilidad de Alfa de Cronbach de 0,790. El cuestionario estuvo conformado por 22 ítems y se utilizó para medir la relación entre las variables estrategias de aprendizaje y pensamiento histórico, así como también entre sus respectivas dimensiones. De este modo, los resultados obtenidos fueron sometidos al procesamiento e interpretación de datos a través del paquete estadístico SPSS versión 25. Por medio de esta investigación se concluyó que existe una relación positiva moderada entre las estrategias de aprendizaje y el pensamiento histórico en los estudiantes del primer año de secundaria de la Institución Educativa “1255” en el año 2020, debido a que se obtuvo una Correlación de Pearson de 0,671.
The present investigation had as general objective to determine the relationship that exists between learning strategies and historical thinking in the students of the first year of secondary school of the Educational Institution "1255" in Huaycán - Lima, during the year 2020. The investigation carried out was non-experimental quantitative type with a correlational design. The population was made up of 129 students in the first year of high school, while the sample selected for this research was 62 students belonging to three sections of said educational institution: "A", "Extended 1" and "Extended 2". The technique used was the survey and the instrument were a questionnaire, which was validated by expert judgment and with a reliability of Cronbach's Alpha of 0.790. The questionnaire consisted of 22 items and was used to measure the relationship between the variables learning strategies and historical thinking, as well as between their respective dimensions. In this way, the results obtained were subjected to the processing and interpretation of data through the statistical package SPSS version 25. Through this research it was concluded that there is a moderate positive relationship between learning strategies and historical thinking in students of the first year of high school of the Educational Institution "1255" in the year 2020, because a Pearson Correlation of 0.671 was obtained.
The present investigation had as general objective to determine the relationship that exists between learning strategies and historical thinking in the students of the first year of secondary school of the Educational Institution "1255" in Huaycán - Lima, during the year 2020. The investigation carried out was non-experimental quantitative type with a correlational design. The population was made up of 129 students in the first year of high school, while the sample selected for this research was 62 students belonging to three sections of said educational institution: "A", "Extended 1" and "Extended 2". The technique used was the survey and the instrument were a questionnaire, which was validated by expert judgment and with a reliability of Cronbach's Alpha of 0.790. The questionnaire consisted of 22 items and was used to measure the relationship between the variables learning strategies and historical thinking, as well as between their respective dimensions. In this way, the results obtained were subjected to the processing and interpretation of data through the statistical package SPSS version 25. Through this research it was concluded that there is a moderate positive relationship between learning strategies and historical thinking in students of the first year of high school of the Educational Institution "1255" in the year 2020, because a Pearson Correlation of 0.671 was obtained.
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Keywords
Educación, Educación secundaria, Estrategias educativas, Pensamiento