Taller Grafoteando para mejorar la escritura espontánea en niños de 5 años de una institución educativa privada, Trujillo-2023
No Thumbnail Available
Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo determinar en qué medida el taller Grafoteando mejora la escritura espontánea en niños de 5 años de una institución educativa privada, Trujillo-2023, fue de tipo aplicada con diseño pre experimental. La población muestral estuvo conformada por 22 niños de 5 años A del Centro Educativo Experimental Rafael Narváez Cadenilla, matriculados en el año escolar 2023 del nivel inicial. El instrumento de recolección de datos que se utilizó fue una rúbrica, la cual fue validada por juicios de expertos. Teniendo como resultado del pre test el 0% estaban en el nivel bajo, el 9% un nivel intermedio, el 45% un nivel alto y el 45% un nivel sobresaliente lo que valida la eficacia del Taller Grafoteando para mejorar la escritura espontánea. Finamente llegamos a la conclusión, que la aplicación del taller mejoró significativamente la escritura espontánea en los niños de 5 años de una institución educativa privada, Trujillo - 2023, evidenciándose una mejora significativa puesto que el valor obtenido de p es 0.004164 siendo menor que 0.05 concluyendo así que nuestro taller es significativo. Además, la prueba estadística chi cuadrado es 13.74430014 siendo mayor al valor crítico que es 12.59159 por lo que acepta la hipótesis alterna.
This research aimed to determine to what extent the "Grafoteando" workshop improves spontaneous writing in 5-year-old children from a private educational institution in Trujillo, 2023. It was an applied study with a pre-experimental design. The sample population consisted of 22 five-year-old children from Class A of the Experimental Educational Center Rafael Narváez Cadenillas, enrolled in the 2023 school year at the preschool level. The data collection instrument used was a rubric, which was validated by expert judgment. The pre-test results showed that 0% of the students were at a low level, 9% at an intermediate level, 45% at a high level, and 45% at an outstanding level, validating the effectiveness of the "Grafoteando" workshop in improving spontaneous writing. Finally, we concluded that the application of the workshop significantly improved spontaneous writing in 5-year-old children from a private educational institution in Trujillo, 2023. This improvement was statistically significant, as the obtained p-value was 0.004164, which is less than 0.05, confirming that our workshop is significant. Additionally, the chi square statistical test yielded a value of 13.74430014, which is greater than the critical value of 12.59159, leading to the acceptance of the alternative hypothesis.
This research aimed to determine to what extent the "Grafoteando" workshop improves spontaneous writing in 5-year-old children from a private educational institution in Trujillo, 2023. It was an applied study with a pre-experimental design. The sample population consisted of 22 five-year-old children from Class A of the Experimental Educational Center Rafael Narváez Cadenillas, enrolled in the 2023 school year at the preschool level. The data collection instrument used was a rubric, which was validated by expert judgment. The pre-test results showed that 0% of the students were at a low level, 9% at an intermediate level, 45% at a high level, and 45% at an outstanding level, validating the effectiveness of the "Grafoteando" workshop in improving spontaneous writing. Finally, we concluded that the application of the workshop significantly improved spontaneous writing in 5-year-old children from a private educational institution in Trujillo, 2023. This improvement was statistically significant, as the obtained p-value was 0.004164, which is less than 0.05, confirming that our workshop is significant. Additionally, the chi square statistical test yielded a value of 13.74430014, which is greater than the critical value of 12.59159, leading to the acceptance of the alternative hypothesis.
Description
Keywords
Educación, Educación de la primera infancia, Comunicación, Escritura, Escritura manuscrita