Relación maestro - estudiante y habilidades lingüísticas del inglés en estudiantes del segundo año del colegio Leoncio Prado de Paiján, 2021
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Date
2025
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Universidad Nacional de Trujillo
Abstract
La investigación se realizó en el colegio Leoncio Prado, en Paiján, La Libertad, durante 2021, con el objetivo de determinar si la relación maestro-estudiante mejora el desarrollo de las habilidades lingüísticas del inglés en estudiantes de segundo año. Se adoptó un enfoque cuantitativo, de nivel correlacional, con un diseño no experimental transversal, y se trabajó con una muestra de 89 estudiantes. Se aplicó un cuestionario para medir la relación maestro-estudiante y un test para evaluar las habilidades lingüísticas del inglés. Los resultados mostraron una correlación positiva muy alta de 0,872 entre la relación maestro-estudiante y las habilidades lingüísticas, con un nivel alfa de 0.000 (p < 0,05), indicando que esta interacción es un factor determinante en el aprendizaje del inglés. Por lo tanto, se sugiere que los docentes prioricen el fortalecimiento de estas relaciones para mejorar los resultados académicos. Además, una buena relación no solo favorece el rendimiento académico, sino también el bienestar emocional de los estudiantes, creando un ambiente educativo saludable que reduce el estrés y la ansiedad. Así mismo, la creación de un clima de confianza y respeto es esencial para la comunicación abierta, fundamental en la enseñanza de lenguas extranjeras. La investigación insta a los docentes a reflexionar sobre sus prácticas e integrar metodologías activas, vitales para desarrollar habilidades críticas y creativas en los alumnos, enriqueciendo su aprendizaje. Estos hallazgos pueden servir para diseñar programas de formación docente que enfaticen la importancia de las relaciones interpersonales en el aula.
The research was carried out at the Leoncio Prado school, in Paiján, La Libertad, during 2021, with the aim of determining whether the teacher-student relationship improves the development of English language skills in second year students. A quantitative, correlational approach was adopted, with a cross-sectional non-experimental design, and a sample of 89 students was worked on. A questionnaire was applied to measure the teacher-student relationship and a test to assess English language skills. The results showed a very high positive correlation of 0.872 between the teacher-student relationship and language skills, with an alpha level of 0.000 (p < 0.05), indicating that this interaction is a determining factor in learning English. Therefore, it is suggested that teachers prioritize strengthening these relationships to improve academic outcomes. Furthermore, a good relationship not only favors academic performance, but also the emotional well-being of students, creating a healthy educational environment that reduces stress and anxiety. Creating a climate of trust and respect is essential for open communication, fundamental in the teaching of foreign languages. The study urges teachers to reflect on their practices and integrate active methodologies, vital to develop critical and creative skills in students, enriching your learning. These findings can be used to design teacher training programs that emphasize the importance of interpersonal relationships in the classroom.
The research was carried out at the Leoncio Prado school, in Paiján, La Libertad, during 2021, with the aim of determining whether the teacher-student relationship improves the development of English language skills in second year students. A quantitative, correlational approach was adopted, with a cross-sectional non-experimental design, and a sample of 89 students was worked on. A questionnaire was applied to measure the teacher-student relationship and a test to assess English language skills. The results showed a very high positive correlation of 0.872 between the teacher-student relationship and language skills, with an alpha level of 0.000 (p < 0.05), indicating that this interaction is a determining factor in learning English. Therefore, it is suggested that teachers prioritize strengthening these relationships to improve academic outcomes. Furthermore, a good relationship not only favors academic performance, but also the emotional well-being of students, creating a healthy educational environment that reduces stress and anxiety. Creating a climate of trust and respect is essential for open communication, fundamental in the teaching of foreign languages. The study urges teachers to reflect on their practices and integrate active methodologies, vital to develop critical and creative skills in students, enriching your learning. These findings can be used to design teacher training programs that emphasize the importance of interpersonal relationships in the classroom.
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Keywords
Relación, Estudiante, Profesor, Desarrollo de habilidades, Inglés, Lingüística