Habilidades cognitivas y aprendizaje de la matemática en los estudiantes del 5° grado de educación primaria de las Instituciones Educativas de Fe y Alegría del distrito de Ventanilla, región Callao, 2020
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Date
2021-04-22
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
Este estudio analizó desde la interrogante por qué las habilidades cognitivas tienen
relación con el aprendizaje de la matemática en los estudiantes del 5º grado del nivel
primaria de las Instituciones Educativas de Fe y Alegría del distrito de Ventanilla, región
Callao, en una población de 285 estudiantes del V ciclo de EBR, con el muestreo
probabilístico se eligió el tamaño de la muestra 159 estudiantes. Para intervenir y
reflexionar sobre la interrogante se han empleado las variables: habilidades cognitivas y
aprendizaje de la matemática. El enfoque empleado es cuantitativo de diseño descriptivo
correlacional, aplicándose los instrumentos para la variable habilidades cognitivas: El Test
de Inteligencia General de Cattell, Factor “g”, Escala 2, cada una consta de cuatro subtest
siendo las siguientes: a) Series: 12 ítems, b) Clasificación: 14 ítems, c) Matrices: 12 ítems,
d) Condiciones: 8 ítems. Para la variable aprendizaje de la matemática se utilizó el test
TEA-1 Test de Aptitudes Escolares este instrumento tiene revisión de la Confiabilidad,
Validez y Análisis de Ítems del Test de Aptitudes Escolares TEA-1, consta de tres
dimensiones: Vocabulario (Dibujo:15 ítems, palabras diferentes: 15 ítems y vocabulario:20
ítems), Razonamiento: 27 ítems y Cálculo: 54 ítems. Para determinar el grado de
confiabilidad de la encuesta relación entre habilidades cognitivas y aprendizaje de la
matemática, se verificó a través del método de Alfa de Cronbachs, se puede deducir, que
tienen una excelente confiabilidad demostrando un instrumento fiable (confiable) y que las
mediciones son estables y consistentes. El coeficiente Rho de Spearman es de 0,000
indicando, que la relacion entre las dos variables es de correlación significativa. En las dos
variables de estudio la significancia es de 0,000 < 0,05, por lo que se rechaza la hipótesis
nula y se acepta la hipótesis de investigación.
This investigation analysed since the question why cognitive abilities has a relationship with mathematics learning in students of 5th grade of the primary level in Educative Institution Fe y Alegria of the Ventanilla district, Callao region, with a population of 285 students from V cycle in Regular Basic Education, with a probability sampling of 159 students chosen. For intervene and reflect on the question that have been used the variables: cognitive abilities and mathematics learning. The approach employed is quantitative of a descriptive correlational design, applying the instruments for the cognitive abilities variable: The Cattell General Intelligence Test, factor “g”, scale 2, each one consists of four subtest being the following: a) Series: 12 items, b) Classification: 14 items, c) Matrices: 12 items, d) Conditions: 8 items. For the learning variable of mathematics, the TEA-1 test School Aptitudes Test was used, this instrument has review of reliability, validity and analysis of TEA's items, consist of three dimensions: Vocabulary (drawing:15 items, different words: 15 items, vocabulary: 20 items), Reasoning: 27 items and Calculation: 54 items. To determine the scale of reliability of the survey, between the relationship of cognitive abilities and mathematics learning, it was verified through the Cronbach’s Alpha method, which we can deduce an excellent reliability demonstrating a reliable instrument and that the measurement are stable and consistent. Spearman’s Rho coefficient is 0,000 indicating that in the relationship between the two variables there is a significant correlation. In the two variables studied the significance is 0,000 < 0, 05, so the null hypothesis is rejected and the research hypothesis is accepted.
This investigation analysed since the question why cognitive abilities has a relationship with mathematics learning in students of 5th grade of the primary level in Educative Institution Fe y Alegria of the Ventanilla district, Callao region, with a population of 285 students from V cycle in Regular Basic Education, with a probability sampling of 159 students chosen. For intervene and reflect on the question that have been used the variables: cognitive abilities and mathematics learning. The approach employed is quantitative of a descriptive correlational design, applying the instruments for the cognitive abilities variable: The Cattell General Intelligence Test, factor “g”, scale 2, each one consists of four subtest being the following: a) Series: 12 items, b) Classification: 14 items, c) Matrices: 12 items, d) Conditions: 8 items. For the learning variable of mathematics, the TEA-1 test School Aptitudes Test was used, this instrument has review of reliability, validity and analysis of TEA's items, consist of three dimensions: Vocabulary (drawing:15 items, different words: 15 items, vocabulary: 20 items), Reasoning: 27 items and Calculation: 54 items. To determine the scale of reliability of the survey, between the relationship of cognitive abilities and mathematics learning, it was verified through the Cronbach’s Alpha method, which we can deduce an excellent reliability demonstrating a reliable instrument and that the measurement are stable and consistent. Spearman’s Rho coefficient is 0,000 indicating that in the relationship between the two variables there is a significant correlation. In the two variables studied the significance is 0,000 < 0, 05, so the null hypothesis is rejected and the research hypothesis is accepted.
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Keywords
Habilidades cognitivas, inteligencia,, aprendizaje de la matemática
Citation
Ramos Perez, M. D. (2021). Habilidades cognitivas y aprendizaje de la matemática en los estudiantes del 5° grado de educación primaria de las Instituciones Educativas de Fe y Alegría del distrito de Ventanilla, región Callao, 2020 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.