Programa “Glader” basado en rúbricas y su influencia en el desempeño docente de la I.E. “Ciencia, Luz y Vida” – Sihuas
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Date
2022
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como finalidad determinar cómo influye la aplicación del programa “Glader” basado en rúbricas de evaluación en el desempeño profesional docente del nivel secundario de la I.E. “Ciencia, Luz y Vida” – Sihuas. Para ello, se eligió un tipo de investigación experimental con un diseño cuasi experimental, el cual fue ejecutado en una población y muestra de 24 docentes, divididos en dos grupos, experimental (Ciencias) y control (Letras). A ambos grupos se le aplicó una Ficha de Monitoreo y Acompañamiento al desempeño docente (Rubricas de observación en aula) como instrumento de recolección de datos, con pre test y post test. Se observó los niveles de inicio y en proceso en ambos grupos; al inicio de la investigación, tanto en la variable dependiente como en cada una de sus dimensiones: involucra activamente a los estudiantes en el proceso de aprendizaje, con tres aspectos a observar; promueve el razonamiento, la creatividad y/o el pensamiento crítico, con un aspecto; evalúa el progreso de los aprendizajes para retroalimentar a los estudiantes y adecuar su enseñanza, con dos aspectos; propicia un ambiente de respeto y proximidad, con tres aspectos; y, regula positivamente el comportamiento de los estudiantes, con dos aspectos a observar. Vale decir, que cada rúbrica tiene puntaje de 1 como mínimo y 4 como máximo. Resultados que se modificaron en el post test del grupo experimental donde predomina el nivel satisfactorio y destacado, ya que el promedio en el pre test fue de 8.8 y luego el promedio del post test fue de 16.4, existiendo una diferencia significativa de 7.6. En tanto que el grupo control mantiene sus resultados en los niveles de inicio y en proceso, pues tuvo como promedio 8.8 en el pre test y post test. Así mismo, se utilizó la T Student, el cual fue estadísticamente significativo en cuanto al grupo experimental, donde su valor es 29.2524 y el valor tabular es 1.796 (p<0,05; p=0.0000).
The purpose of this research was to determine how the application of the “Glader” program based on evaluation rubrics influences the professional teaching performance of the secondary level of the I.E. “Ciencia, Luz y Vida” – Sihuas. For this, a type of experimental research was chosen with a quasi-experimental design, which was executed in a population and sample of 24 teachers, divided into two groups, experimental (science) and control (letters). Both groups were applied with a Monitoring and Accompaniment Sheet for teacher performance (classroom observation rubrics) as a data collection instrument, with pre test and post test. Start and process levels were observed in both groups; at the beginning of the investigation, both in the dependent variable and in each of its dimensions: actively involves students in the learning process, with three aspects to observe; promotes reasoning, creativity and/or critical thinking, with one aspect; assesses the progress of learning to provide feedback to students and adapt their teaching, with two aspects; it fosters an environment of respect and proximity, with three aspects; and, positively regulates student behavior, with two aspects to observe. That is; each rubric has a score of 1 minimum and 4 maximum. Results that were modified in the post-test of the experimental group where the satisfactory and prominent level predominates, since the average in the pre-test was 8.8 and the average of the post-test was 16.4, with a significant difference of 7.6. While the control group maintains its results at the start and process levels, it had an average of 8.8 in the pre test and post test. Likewise, the Student T was used, which was statistically significant in terms of the experimental group, where its value is 29.2524 and the tabular value is 1.796 (p <0,05; p=0.0000).
The purpose of this research was to determine how the application of the “Glader” program based on evaluation rubrics influences the professional teaching performance of the secondary level of the I.E. “Ciencia, Luz y Vida” – Sihuas. For this, a type of experimental research was chosen with a quasi-experimental design, which was executed in a population and sample of 24 teachers, divided into two groups, experimental (science) and control (letters). Both groups were applied with a Monitoring and Accompaniment Sheet for teacher performance (classroom observation rubrics) as a data collection instrument, with pre test and post test. Start and process levels were observed in both groups; at the beginning of the investigation, both in the dependent variable and in each of its dimensions: actively involves students in the learning process, with three aspects to observe; promotes reasoning, creativity and/or critical thinking, with one aspect; assesses the progress of learning to provide feedback to students and adapt their teaching, with two aspects; it fosters an environment of respect and proximity, with three aspects; and, positively regulates student behavior, with two aspects to observe. That is; each rubric has a score of 1 minimum and 4 maximum. Results that were modified in the post-test of the experimental group where the satisfactory and prominent level predominates, since the average in the pre-test was 8.8 and the average of the post-test was 16.4, with a significant difference of 7.6. While the control group maintains its results at the start and process levels, it had an average of 8.8 in the pre test and post test. Likewise, the Student T was used, which was statistically significant in terms of the experimental group, where its value is 29.2524 and the tabular value is 1.796 (p <0,05; p=0.0000).
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Keywords
Tecnología educativa, Programa Glader, Desempeño docente, Aspectos de las rúbricas, Monitoreo y acompañamiento