Enfoque intercultural y logros de aprendizaje en las aulas multigrado de la Institución Educativa Bilingüe N° 0311 del Centro Poblado de Mishquiyacu, Pinto Recodo, Lamas
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Date
2020-02-27
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
La presente investigación tiene como objetivo, determinar la relación existente entre
el enfoque intercultural y los logros de aprendizaje en aulas multigrado de la institución
educativa bilingüe N° 0311 del Centro Poblado de Mishquiyacu, Pinto Recodo, Lamas. El enfoque de la investigación es cuantitativo, el tipo de investigación es no experimental y de nivel explicativo, el diseño es correlacional causal. La muestra estuvo conformada por 30 estudiantes de aula multigrado de 5° y 6° del nivel primaria , se aplicó instrumentos, validados mediante el juicio de expertos. La confiabilidad de consistencia interna, por el alfa de Cronbach, los valores obtenidos fueron: 0.809 para la encuesta de enfoque intercultural. Para la contrastación de hipótesis se utilizó el coeficiente de correlación de Spearman, que permitió medir la asociación de las variables, los resultados: la relación entre las variables, enfoque intercultural y logros de aprendizaje en aulas multigrado, se obtuvo el Rho= 0. 618; la asociación entre las variables, contexto sociolingüístico y logros de aprendizaje en aulas multigrado, el Rho=0.670; la relación entre las variables: prácticas pedagógicas y logros de aprendizaje en aulas multigrado, calculándose el Rho = 0.793, asimismo el nivel de significancia es (p<0,05). Concluyendo finalmente en forma global, a través de la prueba de hipótesis Regresión Lineal , se calculó el R cuadrado 0,932. Esto se explica que el enfoque intercultural incide en los logros de aprendizaje en aulas multigrado en un 93, 2%, por lo que se ha comprobado que existe una relación significativa entre el
enfoque intercultural y logros de aprendizaje en aulas multigrado de la institución
educativa bilingüe N° 0311 del Centro Poblado de Mishquiyacu, Pinto Recodo, Lamas
The present research aims to determine the relationship between the intercultural approach and the learning achievements in multi - grade classrooms of the bilingual educational institution N ° 0311 of the Mishquiyacu Village Center, Pinto Recodo, Lamas. The research approach is quantitative, the type of research is non-experimental and explanatory level, the design is correlational causal. The sample consisted of 30 students of multigrade classroom of 5 ° and 6 ° of the primary level, instruments were applied, validated by the judgment of experts. The reliability of internal consistency, by Cronbach's alpha, values obtained were: 0.809 for the intercultural approach survey. Spearman's correlation coefficient was used to test the association of the variables, the results: the relationship between the variables, intercultural approach and learning achievement in multigrade classrooms, Rho = 0. 618 ; The association between variables, sociolinguistic context and learning achievement in multigrade classrooms, the Rho = 0.670; The relationship between the variables: pedagogical practices and learning achievements in multigrade classrooms, Rho = 0.793, and the level of significance is (p <0.05). Finally concluding, in a global way, through the Linear Regression hypothesis test, we calculated the R squared 0.932. This explains that the intercultural approach affects the achievement of learning in multi-grade classrooms by 93, 2%, so it has been verified that there is a significant relationship between the intercultural approach and learning achievements in multigrade classrooms of the bilingual educational institution N ° 0311 of the Center Town of Mishquiyacu, Pinto Recodo, Lamas.
The present research aims to determine the relationship between the intercultural approach and the learning achievements in multi - grade classrooms of the bilingual educational institution N ° 0311 of the Mishquiyacu Village Center, Pinto Recodo, Lamas. The research approach is quantitative, the type of research is non-experimental and explanatory level, the design is correlational causal. The sample consisted of 30 students of multigrade classroom of 5 ° and 6 ° of the primary level, instruments were applied, validated by the judgment of experts. The reliability of internal consistency, by Cronbach's alpha, values obtained were: 0.809 for the intercultural approach survey. Spearman's correlation coefficient was used to test the association of the variables, the results: the relationship between the variables, intercultural approach and learning achievement in multigrade classrooms, Rho = 0. 618 ; The association between variables, sociolinguistic context and learning achievement in multigrade classrooms, the Rho = 0.670; The relationship between the variables: pedagogical practices and learning achievements in multigrade classrooms, Rho = 0.793, and the level of significance is (p <0.05). Finally concluding, in a global way, through the Linear Regression hypothesis test, we calculated the R squared 0.932. This explains that the intercultural approach affects the achievement of learning in multi-grade classrooms by 93, 2%, so it has been verified that there is a significant relationship between the intercultural approach and learning achievements in multigrade classrooms of the bilingual educational institution N ° 0311 of the Center Town of Mishquiyacu, Pinto Recodo, Lamas.
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Keywords
Enfoque Intercultural, Contexto Sociocultural, Contexto Sociolingüístico, Logros de Aprendizaje
Citation
Shapiama Fababa, R. S. (2020). Enfoque intercultural y logros de aprendizaje en las aulas multigrado de la Institución Educativa Bilingüe N° 0311 del Centro Poblado de Mishquiyacu, Pinto Recodo, Lamas (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.