Estrategias metacognitivas y compromiso docente en la Escuela de Infantería del Ejército – 2019
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Date
2021-08-25
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de esta investigación fue encontrar la relación entre las estrategias
metacognitivas y el compromiso docente en la Escuela de Infantería del Ejército. En
cuanto al aspecto metodológico, tuvo un enfoque cuantitativo, de tipo aplicada y nivel
descriptivo y de diseño no experimental, debidamente justificados en el capítulo IV. Para
la recolección de información, se usaron dos instrumentos de las variables y la validez se
utilizó juicio de expertos y para la confiabilidad se hizo uso del Alfa de Cronbach. Se
contó con una población de 40 oficiales alumnos y la muestra fue de tipo censal, a quienes
se les formuló 15 preguntas, 9 para la primera variable y 6 para la segunda. Fueron hechas
en una escala de cinco categorías y se correlacionaron haciendo uso de la prueba
estadística Rho de Spearman. Finalmente, conforme a los resultados arrojados en esta
investigación, se pudo afirmar que existe una relación entre las estrategias metacognitivas
y el compromiso docente en la Escuela de Infantería del Ejército – 2019.
The objective of this research was to find the relationship between metacognitive strategies and teaching commitment at the Army Infantry School. Regarding the methodological aspect, it had a quantitative approach, applied and descriptive level and non-experimental design, duly justified in chapter IV. For the collection of information, two instruments of the variables were used and the validity was used expert judgment and for the reliability, the Cronbach's Alpha was used. There was a population of 40 student officers and the sample was of a census type, who were asked 15 questions, 9 for the first variable and 6 for the second. They were made on a scale of five categories and were correlated using Spearman's Rho statistical test. Finally, according to the results obtained in this research, it could be affirmed that there is a relationship between metacognitive strategies and teaching commitment in the Army Infantry School - 2019.
The objective of this research was to find the relationship between metacognitive strategies and teaching commitment at the Army Infantry School. Regarding the methodological aspect, it had a quantitative approach, applied and descriptive level and non-experimental design, duly justified in chapter IV. For the collection of information, two instruments of the variables were used and the validity was used expert judgment and for the reliability, the Cronbach's Alpha was used. There was a population of 40 student officers and the sample was of a census type, who were asked 15 questions, 9 for the first variable and 6 for the second. They were made on a scale of five categories and were correlated using Spearman's Rho statistical test. Finally, according to the results obtained in this research, it could be affirmed that there is a relationship between metacognitive strategies and teaching commitment in the Army Infantry School - 2019.
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Keywords
Estrategias,, Docente,, Compromiso, Aprendizaje.
Citation
Chima Cerdan, M. A. (2021). Estrategias metacognitivas y compromiso docente en la Escuela de Infantería del Ejército – 2019 (Tesis de doctorado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.