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La autonomía y el aprendizaje autónomo de los estudiantes de quinto año de básica de la Unidad Educativa Paulino Milan Herrera del Cantón Milagro
| dc.contributor.advisor | Medina Leon, Alberto | |
| dc.contributor.author | Saenz Espin, Rosa Elena | |
| dc.date.accessioned | 2024-02-07T16:49:15Z | |
| dc.date.available | 2024-02-07T16:49:15Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15641 | |
| dc.description | Self-esteem is an essential element in the personal training of students in the educational system and for life. A direct correlation between high self-esteem and the ability to achieve autonomous and meaningful learning of students is recognized, but in the same way, autonomous learning imposes the need for independence and responsibility skills. The objective was to design a methodological strategy that allows the development of autonomous learning (fifth-year students) in correspondence with promoting factors that influence a boost in self-esteem as necessary skills for their intellectual growth. The research adopted a quantitative approach; types of correlational, experimental and longitudinal research. Theoretical methods were used in the conceptual theoretical analysis and the design of the instruments applied in the diagnosis made (observation, documentary analysis, interview and survey). The results obtained in the survey were applied to the validity and reliability tests (Cronbach's Alpha and R square) with the support of the SSPS V25 software. A procedure in approximation to the VALPER Method was proposed, which allowed the determination of six influential variables and their relative weights to be considered in the strategy, and that contribute to the development of self-esteem and learning. Through them, two Comprehensive Indexes were built that were evaluated before and after the implementation of the strategy and exhibit variations in self-esteem from 2.6344 to 2.9857 and in learning from 2.4067 to 3.1544, which demonstrate the effectiveness of the proposal made. | es_ES |
| dc.description | Self-esteem is an essential element in the personal training of students in the educational system and for life. A direct correlation between high self-esteem and the ability to achieve autonomous and meaningful learning of students is recognized, but in the same way, autonomous learning imposes the need for independence and responsibility skills. The objective was to design a methodological strategy that allows the development of autonomous learning (fifth-year students) in correspondence with promoting factors that influence a boost in self-esteem as necessary skills for their intellectual growth. The research adopted a quantitative approach; types of correlational, experimental and longitudinal research. Theoretical methods were used in the conceptual theoretical analysis and the design of the instruments applied in the diagnosis made (observation, documentary analysis, interview and survey). The results obtained in the survey were applied to the validity and reliability tests (Cronbach's Alpha and R square) with the support of the SSPS V25 software. A procedure in approximation to the VALPER Method was proposed, which allowed the determination of six influential variables and their relative weights to be considered in the strategy, and that contribute to the development of self-esteem and learning. Through them, two Comprehensive Indexes were built that were evaluated before and after the implementation of the strategy and exhibit variations in self-esteem from 2.6344 to 2.9857 and in learning from 2.4067 to 3.1544, which demonstrate the effectiveness of the proposal made. | es_ES |
| dc.description.abstract | La autoestima es un elemento esencial la formación personal de los estudiantes en el sistema educativo y para la vida. Se reconoce una correlación directa entre una autoestima alta y la capacidad de lograr un aprendizaje autónomo y significativo de los estudiantes, pero de igual manera, el aprendizaje autónomo impone la necesidad de habilidades de independencia y responsabilidad. El objetivo resultó diseñar una estrategia metodológica que permita el desarrollo del aprendizaje autónomo (estudiantes de quinto año) en correspondencia con potenciar factores que incidan en un impulso de la autoestima como habilidades necesarias para su crecimiento intelectual. La investigación adoptó un enfoque cuantitativo; tipos de investigación correlacional, experimental y longitudinal. Se utilizaron métodos teóricos en el análisis teórico conceptual y el diseño de los instrumentos aplicados en el diagnóstico realizado (observación, análisis documental, la entrevista y la encuesta). Los resultados obtenidos en la encuesta se le aplicaron las pruebas de validez y fiabilidad (Alfa Cronbach y R cuadrado) con apoyo del software SSPS V25. Se propuso un proceder en aproximación al Método VALPER que permitió determinar seis variables influyentes y sus pesos relativos para ser consideraras en la estrategia, y que tributen al desarrollo de la autoestima y del aprendizaje. Por medio de ellas, se construyeron dos Índices Integrales que resultaron evaluados antes y después de la implementación de la estrategia y exhiben variaciones en la autoestima de 2,6344 a 2,9857 y en aprendizaje de 2,4067 a 3,1544, lo que demuestran la efectividad de la propuesta realizada. | es_ES |
| dc.format.extent | 18 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 | Autoestima | es_ES |
| dc.subject | Aprendizaje significativo | es_ES |
| dc.subject | Aprendizaje autónomo | es_ES |
| dc.subject | Educación Básica | es_ES |
| dc.title | La autonomía y el aprendizaje autónomo de los estudiantes de quinto año de básica de la Unidad Educativa Paulino Milan Herrera del Cantón Milagro | es_ES |
| dc.type | masterThesis | es_ES |
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