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TDAH y su incidencia en el rendimiento académico de estudiantes de la UE Francisco Huerta Rendón, Babahoyo.2022
| dc.contributor.advisor | Henríquez Carrera, Elsa Griselda | |
| dc.contributor.author | Torres Sandoya, Naomi Gissela | |
| dc.date.accessioned | 2023-06-02T15:20:23Z | |
| dc.date.available | 2023-06-02T15:20:23Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14199 | |
| dc.description | Infants suffering from Attention Deficit Hyperactivity Disorders (ADHD) present difficulties in the learning process; reason for which, they have deficiencies in various areas affecting their academic performance and consequently their school evolution. Therefore, the development of this study has as its main objective to determine the way in which ADHD affects the academic performance of students from the EU Francisco Huerta Rendón. The present investigation has a methodology with a mixed approach; since, it has quantitative and qualitative implications, with a descriptive and explanatory scope; While the type of research was documentary, the inductive-deductive and analytical-synthetic methods were also used. To obtain relevant information, three investigative techniques were applied: the survey applied to 35 seventh grade students, the interview directed to three teachers of the institution and direct observation applied to both teachers and students to diagnose the level of academic performance of the learners. The results obtained with respect to the inferential analysis, determined that by means of the Rho Spearman correlation coefficient, there is a strong statistical association of -.838* between the two variables; that is, the higher the degree of Attention and Hyperactivity Disorder (ADHD), the lower the degree of academic performance of the students. Therefore, it is concluded that there is an inverse correlation between Attention Deficit Hyperactivity Disorder and the student performance of students in the seventh year of education at the Francisco Huerta Rendón Educational Unit. | es_ES |
| dc.description | Infants suffering from Attention Deficit Hyperactivity Disorders (ADHD) present difficulties in the learning process; reason for which, they have deficiencies in various areas affecting their academic performance and consequently their school evolution. Therefore, the development of this study has as its main objective to determine the way in which ADHD affects the academic performance of students from the EU Francisco Huerta Rendón. The present investigation has a methodology with a mixed approach; since, it has quantitative and qualitative implications, with a descriptive and explanatory scope; While the type of research was documentary, the inductive-deductive and analytical-synthetic methods were also used. To obtain relevant information, three investigative techniques were applied: the survey applied to 35 seventh grade students, the interview directed to three teachers of the institution and direct observation applied to both teachers and students to diagnose the level of academic performance of the learners. The results obtained with respect to the inferential analysis, determined that by means of the Rho Spearman correlation coefficient, there is a strong statistical association of -.838* between the two variables; that is, the higher the degree of Attention and Hyperactivity Disorder (ADHD), the lower the degree of academic performance of the students. Therefore, it is concluded that there is an inverse correlation between Attention Deficit Hyperactivity Disorder and the student performance of students in the seventh year of education at the Francisco Huerta Rendón Educational Unit. | es_ES |
| dc.description.abstract | Los infantes que padecen de Trastornos de Déficit de Atención e Hiperactividad (TDAH) presentan dificultades en el proceso de aprendizaje; motivo por el cual, tienen deficiencias en diversas áreas afectando su rendimiento académico y por consiguiente su evolución escolar. Por lo tanto, el desarrollo de este estudio posee como objetivo principal determinar la manera en que el TDAH incide en el en rendimiento académico de estudiantes de la UE Francisco Huerta Rendón. La presente investigación posee una metodología con un enfoque mixto; puesto que, tiene implicaciones cuantitativas y cualitativas, con un alcance descriptivo y explicativo; mientras que el tipo de investigación fue documental, también se utilizaron los métodos inductivo-deductivo y analítico-sintético. Para la obtención de información relevante se aplicaron tres técnicas investigativas: la encuesta aplicada a 35 estudiantes de séptimo año, entrevista dirigida a tres docentes de la institución y la observación directa aplicada tanto a los docentes como los estudiantes para diagnosticar el nivel de rendimiento académico de los educandos. Los resultados obtenidos con respecto al análisis inferencial, determinaron que por medio del coeficiente de correlación Rho Spearman, existe una fuerte asociación estadística de -,838*entre las dos variables; es decir, a mayor grado de Trastorno de Atención e Hiperactividad (TDAH) menor es el grado de rendimiento académico de los estudiantes. Por lo tanto, se concluye la existencia de una correlación inversa entre el Trastorno de Déficit de Atención e Hiperactividad y el rendimiento estudiantil de los educandos del séptimo año de educación de la Unidad Educativa Francisco Huerta Rendón. | es_ES |
| dc.format.extent | 65 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | 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 | TDAH | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.subject | Proceso de aprendizaje | es_ES |
| dc.title | TDAH y su incidencia en el rendimiento académico de estudiantes de la UE Francisco Huerta Rendón, Babahoyo.2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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