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Aprendizaje significativo y su influencia en el rendimiento académico en los estudiantes de la UE Adolfo María Astudillo, Babahoyo 2021
| dc.contributor.advisor | Sánchez Salazar, Tanya Del Rocío | |
| dc.contributor.author | Franco Ronquillo, Lissett Del Carmen | |
| dc.contributor.author | Recillo Quinto, Karina Jamilet | |
| dc.date.accessioned | 2021-11-26T15:41:24Z | |
| dc.date.available | 2021-11-26T15:41:24Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/10785 | |
| dc.description | The research arises from the interest that the learner learns to the extent that he is capable of constructing meanings, leaving behind traditional methodologies that encouraged the student to only be the recipient of content, nowadays it is sought that teaching-learning focuses on interaction and active participation between teachers and students whose objective is to acquire meaningful learning, analysis and reasoning through different content to improve their academic performance. The objective was to determine the way in which meaningful learning influences academic performance in 7th year EGB students from the EU Adolfo María Astudillo. The methodology used was quantitative, descriptive, causal-correlational, the sample was 45 students, the survey technique was applied with a questionnaire of 20 items on a Likert scale. 51.20% mentioned that significant learning influences academic performance, in relation to dynamic activities 46.70% allow to improve meaningful learning, on active participation 64.46% consider that it fosters habits for autonomous learning , 42.20% believed that study habits are influencing academic performance, 53.35% indicate that motivation is strengthening meaningful learning. A test was carried out that presented results processed through the Spss program and a correlation of 0.867 was performed with a bilateral significance of p = 0.000 <0.05, which indicates that there is a high positive correlation, the research states that: There is a relationship between meaningful learning and academic achievement | es_ES |
| dc.description | The research arises from the interest that the learner learns to the extent that he is capable of constructing meanings, leaving behind traditional methodologies that encouraged the student to only be the recipient of content, nowadays it is sought that teaching-learning focuses on interaction and active participation between teachers and students whose objective is to acquire meaningful learning, analysis and reasoning through different content to improve their academic performance. The objective was to determine the way in which meaningful learning influences academic performance in 7th year EGB students from the EU Adolfo María Astudillo. The methodology used was quantitative, descriptive, causal-correlational, the sample was 45 students, the survey technique was applied with a questionnaire of 20 items on a Likert scale. 51.20% mentioned that significant learning influences academic performance, in relation to dynamic activities 46.70% allow to improve meaningful learning, on active participation 64.46% consider that it fosters habits for autonomous learning , 42.20% believed that study habits are influencing academic performance, 53.35% indicate that motivation is strengthening meaningful learning. A test was carried out that presented results processed through the Spss program and a correlation of 0.867 was performed with a bilateral significance of p = 0.000 <0.05, which indicates that there is a high positive correlation, the research states that: There is a relationship between meaningful learning and academic achievement | es_ES |
| dc.description.abstract | La investigación surge del interés de que el educando aprenda en medida que es capaz de construir significados, dejando atrás metodologías tradicionales que impulsaban a que el alumno solo sea receptor de contenidos, hoy en día se busca que la enseñanza aprendizaje se centre en la interacción y participación activa entre docentes y alumnos que tiene por objetivo la adquisición de aprendizajes significativos mediante el análisis y razonamiento de diferentes contenidos para mejorar su rendimiento académico. El objetivo fue determinar la forma en que el aprendizaje significativo influye en el rendimiento académico en los estudiantes de 7mo año de EGB de la UE Adolfo María Astudillo. La metodología empleada fue cuantitativa de alcance descriptivo, causal-correlacional, la muestra fue de 45 estudiantes, se aplicó la técnica de la encuesta con un cuestionario de 20 ítems en escala de Likert. El 51,20% mencionaron que el aprendizaje significativo influye en el rendimiento académico, en relación a las actividades dinámicas el 46,70% permiten mejorar el aprendizaje significativo, sobre la participación activa el 64,46% considera que fomenta hábitos para el aprendizaje autónomo, el 42,20% opinó que los hábitos de estudio influyen en el rendimiento académico, 53,35% indica que la motivación fortalece el aprendizaje significativo. Se utilizó una prueba que presentó resultados procesados a través del programa Spss y se observó una correlación de 0,867 con una significancia bilateral de p=0.000<0.05, lo cual indica que existe una correlación positiva alta en la investigación, se concluye que existe relación entre el aprendizaje significativo y el rendimiento académico | es_ES |
| dc.format.extent | 102 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Aprendizaje significativo | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.subject | Hábitos de estudio | es_ES |
| dc.title | Aprendizaje significativo y su influencia en el rendimiento académico en los estudiantes de la UE Adolfo María Astudillo, Babahoyo 2021 | es_ES |
| dc.type | bachelorThesis | es_ES |
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