Examinando por Materia "Achievement measurement"
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- PublicaciónAcceso abiertoComprensión lectora y rendimiento académico en estudiantes de 5° y 6° grado de primaria del Callao(Universidad San Ignacio de Loyola, 2010) Gómez Torres, Rebeca Margarita; Meza Borja, Juan AnibalWe aimed to establish the relationship between levels of reading comprehension and academic performance in the course of Integral Communication (Comunicacion Integral). The sample consisted of 156 participants (81 males and 75 females) from 10 to 11 years old from the 5th and 6th grade, group chosen for convenience, of a Catholic School in Callao. To determine levels of reading comprehension, we used the ACL test, which validity and reliability is (0876) according to the alpha Combrach. The academic performance was obtained from the final average of the course of Integral Communication. The Spearman correlation index is 0.01, a positive correlation between the two variables. However, when analyzing the specific points in the 6th grade test, significant differences were found between the final average and inferential level, p = 0.809> 0.05. & with the level of reorganization and final average, p = 0.223> 0.05. A better understanding of the text will improve academic performance.
- PublicaciónAcceso abiertoComprensión lectora y rendimiento académico en estudiantes de quinto de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Hernández Romero, Ysabel Rosario; Velarde Consoli, Esther MarizaThis research is related to the descriptive correlational study. It has as objective to establish the relation that exists between reading comprehension and academic achievement. The evaluation was taken to 5th grade students that are about to finish high school. For it there was selected a sample formed by 94 students, of both sexes from a public school located in Callao. For testing the reading comprehension, it was used the Tapia’s reading comprehension test -1982, which is a tool with a collective use. First of all, was considered the last year students’ averages in the subjects of Language, History, Geography, Economy and science in order to get the academic efficiency. For the statistical analysis, was developed the Pearson’s co relation. So, the results showed the positive and meaningful co relation between the reading comprehension and the academic achievement, just as in the subjects in evaluation. To conclude, we believe in this cause-effect, a student that reads more and understand what the text means, has good grades and academic achievement.
- PublicaciónAcceso abiertoDesempeño docente y rendimiento académico en matemática de los alumnos de una institución educativa de Ventanilla - Callao(Universidad San Ignacio de Loyola, 2012) Monrroy Almonte, Margot; Meza Borja, Juan AnibalThis research is not experimental and correlational descriptive design aims to meet the educational performance and its relationship to academic performance of students in a school of Ventanilla - Callao, with a population sample of 94 students, aged between 11 and 13. A survey and a test of academic achievement in the area of mathematics, proceeding with the collection of data for the interpretation thereof. The results of research on teacher performance determine that there is a trend of regular level; addition, academic performance in mathematics was also prone to regular level. With respect to the relationship we found a positive correlation between student achievement and teacher performance components. We also found significant difference between the average teacher performance by levels of academic performance.
- PublicaciónAcceso abiertoEstilos de aprendizaje y rendimiento académico en estudiantes de 4° y 5° de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Quinallata Valencia, Ana RoxanaThe purpose of this study was to establish the correlation between learning styles and academic performance with students in an educational institution of Callao. The sample consisted of 148 students of both genders of the 4th and 5th grade of secondary education. Learning styles were measured through the Learning Styles Inventory CHAEA and academic performance use the notes to the official records of assessment. The results show that there is a direct relationship between reflective style, style and performance theory academic respectively. Regarding the reflexive style preferences had the highest average followed by Style Theoretical, Pragmatic and finally the assets, also the highest percentage of academic performance was followed by the top half.
- PublicaciónAcceso abiertoEstilos de aprendizaje y rendimiento académico en matemática en los alumnos del VII ciclo de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Borja Torres, Rolando Juan; Altez Rodríguez, Irma SusanaThis research aims to find the relationship between learning styles and the academic performance in the area of mathematics of students in the seventh cycle of an educational institution of Callao. The instrument used to measure the learning styles was the questionnaire CHAEA and the evaluation records were taken for the academic performance. Taking the data collected, we used the SPSS data processor to look for a correlation, concluding that there is a positive relationship only between the reflective style and academic achievement in the area of mathematics.
- PublicaciónAcceso abiertoInteligencia emocional y rendimiento académico de los alumnos del nivel secundario de una institución educativa de la región Callao(Universidad San Ignacio de Loyola, 2011) Cabrera Gonzáles, Marlene; Muñoz Salazar, José ManuelThe research presented here, was mainly aimed at establishing the relationship between emotional intelligence and academic achievement in secondary level educational institution in the region Callao. The sample consisted of 268 students from 1st to 5th year of high school, whose ages range between 12 and 18. The Emotional Intelligence variable was measured by the Emotional Quotient Inventory BarOn ICE: In children and adolescents adapted to the situation in Peru by Nelly Ugarriza and Liz Pajares. In terms of academic achievement variable was used the ratings of the final acts of evaluation. The results showed a correlation between both variables. We found also that the level of emotional intelligence of students is in the average level and academic performance in the rating scale in process, in terms of sex, no differences in total emotional quotient and academic achievement.
- PublicaciónAcceso abiertoMotivación escolar y rendimiento académico en alumnos del cuarto año de secundaria de una institución educativa estatal de Ventanilla(Universidad San Ignacio de Loyola, 2011) Barrientos Chuqui, Leonor LidiaThis study tries to establish the relationship between the variables school motivation and academic performance in fourth-grade students at the secondary level, taking as an evaluation tool of school motivation questionnaire adapted for this population. The sample consisted of two hundred students of both sexes of public school “Villa Los Reyes.” The psychometric analysis of the evidence has required an adjustment, which became the validity and reliability required for use as measuring tools in this research. The methodology used was of a substantive, descriptive, correlational design. The contrast of hypotheses allowed to validate the hypotheses, and found a significant correlation between school motivation and academic performance.
- PublicaciónAcceso abiertoPercepción del desempeño docente y rendimiento académico en el área de Matemática en educación primaria de la región Callao(Universidad San Ignacio de Loyola, 2012) Fow Arteaga, Alfredo Martín; Rimari Arias, Miguel ÁngelThe aim was to study the relationship between perception teacher performance by student and academic achievement in the mathematics. The sample consisted of students in fifth grade of primary school, educational institution of the Callao Region. The study was a descriptive correlational design. The instruments were applied in the study were: a questionnaire to determine teacher performance and evaluation aimed to measure academic performance (Alfredo Fow y Nelson Zavala, 2010). There is a moderate perception of the poor teaching skills, decision making, communication skills and personal characteristics. The vast majority of students demonstrate sufficient in academic performance in the area of mathematics. There is a moderate relationship between the positive and significant teaching skills, communication skills, of decision making and personal characteristics of teachers.
- PublicaciónAcceso abiertoResolución de problemas matemáticos y el rendimiento académico en alumnos de cuarto de secundaria del Callao(Universidad San Ignacio de Loyola, 2010) Acuña Camargo, Víctor Raúl; Altez Rodríguez, Irma SusanaSe investigó la relación que existe entre resolución de problemas matemáticos y el rendimiento académico de los alumnos del cuarto grado de educación secundaria de una Institución Educativa Militar del Callao. Se evalúo a 183 alumnos a través de la prueba de evaluación matemática previamente validada y confialidada por Llanos. Los resultados indican que la resolución de problemas no se correlaciona significativamente con el rendimiento académico en el área de matemática, sin embargo, en el nivel de análisis y comprensión de resolución de problemas existe significancia.