Examinando por Materia "Learning strategy"
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- PublicaciónAcceso abiertoEstilos de aprendizaje en dos instituciones educativas públicas del distrito de Ventanilla(Universidad San Ignacio de Loyola, 2010) Franco Díaz, Blanca Rosa; Robles Mori, HerbertThe present investigation has for aim describe and compare the styles of predominant learnings in the teachers of two educational public institutions of Window, with a population - sample of 56 teachers, with ages between 30 and 62 years. There was applied the Questionnaire of Styles of Honey-Alonso's Learning (CHAEA), they proceeding with the compilation of the information for the interpretation of the same ones. The results of the investigation determine that in the teachers of both institutions it predominates over the style of reflexive learning with 58.93 % whereas the style of minor predominance is the assets with a 1.79 %. Regarding the comparison of the results in both institutions distinguishes that significant differences exist only in the style of reflexive learning, since a punctuation Or Mann Whitney of 259.5 has been obtained being this significant value to .05. Respectively.
- PublicaciónAcceso abiertoEstilos de aprendizaje en estudiantes varones y mujeres del sexto ciclo de una institución educativa estatal de Ventanilla(Universidad San Ignacio de Loyola, 2011) Mamani Segura, Rocio Maritza; Robles Mori, HerbertThe present investigation is a study of descriptive comparative type and of design non experimental transeccional. The purpose is to compare the active, reflexive, theoretical and pragmatic learning styles according to sex in males and women students of the sixth cycle - the first and the second high school-, of an educational institution of Ventanilla district. The used instrument was the questionnaire Honey-Alonso of learning styles (CHAEA), it was applied to a sample of 220 students, with ages between 12 to 16 years. The results of the present study showed that yes exist significant differences in the active style in favour of the women. As for the reflexive style, exist differences in favour of the women, but they are not significant. On the theoretical and pragmatic styles concluded that do not exist significant differences according to the sex.
- PublicaciónAcceso abiertoEstilos de aprendizaje en los alumnos del cuarto grado de educación secundaria de una institución educativa de Ventanilla(Universidad San Ignacio de Loyola, 2011) Chiara Bellido, Elízabeth Liliana; Altez Rodríguez, Irma SusanaThe purpose of the next investigation is to know the styles of learning that the students have in the fourth grade of high school in an educational institution of Ventanilla and then establish association between the sex of the sample and the dimensions of the variable of study. For that, we worked with a sample of 109 students, boys and girls that are the total of the fourth grade students registered in the year 2009, 50 are female and 59 are male, the sample is not probabilistic. The applied instrument is the questionnaire of Honey- Alonso that determines the preference according the style of learning of the students. So, it concluded that exists predominance in high level in the four styles of learning in both sex. So, the most considerate the pragmatic style.
- PublicaciónAcceso abiertoEstilos de aprendizaje y rendimiento académico de estudiantes de 2° de secundaria en educación para el trabajo de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Jara Quispe, Gladys Rosalía; Altez Rodríguez, Irma SusanaThis research aims to establish the relationship between learning styles and academic performance of students in high school 2º Work Education for an Educational Institution of Callao. The research design was descriptive correlational. The sample was 69 students, the afternoon shift, ages 12 to 16 years. The instrument used was the Questionnaire of Honey - Alonso of Learning Styles (CHAEA), and the academic performance of Pupils Assessment Record 2009 in the area of Education for Work (EPT), was used SPSS version 15.0, as the statistical parametric r of Pearson where This result is statistically significant correlation exists with reflective learning style to a level of 0.01 with r = 400 ** with academic performance, there is also correlation with the theoretical style to academic performance but at a level of 0.05 with r = 244 *, thereby approving the Hypothesis 2 and Hypothesis 3, while in the active style as pragmatic style did not correlate with academic performance.
- PublicaciónAcceso abiertoEstilos de aprendizaje y rendimiento académico del área de inglés en alumnos de cuarto grado de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2010) Córdova Maraví, Janet Ignale; Altez Rodríguez, Irma SusanaThe purpose of this research is to establish the relationship between learning styles and academic achievement in the English area of students in fourth grade of secondary in a Military Educational Institution in Callao. The research design used is a descriptive correlational. The population consists of 217 male students. The instrument used was the Questionnaire of Honey-Alonso of learning styles (CHAEA) and the academic performance of students used the consolidated registers of evaluation of the English area 2009. For the statistical analysis was used the SPSS 15.0, the results indicated a statistically significant association between the theoretical and pragmatic style to the final annual English average.
- PublicaciónAcceso abiertoEstilos de aprendizaje y rendimiento académico del inglés en quinto de secundaria de una institución educativa pública : Ventanilla(Universidad San Ignacio de Loyola, 2011) Bardales Espinoza, Rossana Gaudelia; Álvarez Taco, Carmen LeniThe present study establishes the relationship between learning styles and academic achievement in the area of English, according to the classification of the Questionnaire of Honey - Alonso, Learning Styles,- CHAEA -adapted to the situation in Peru by Zavala Giles. We used a sample of 211 students in the fifth year of secondary education Educational Institution Villa Los Reyes - Callao. The methodology was descriptive and correlational design. The results show that the active learning style and academic achievement in the field of English there is a negative correlation, while learning styles reflective, pragmatic and theoretical no correlation with academic achievement in the area of English.
- 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 estudiantes del cuarto de secundaria de una institución educativa de Ventanilla(Universidad San Ignacio de Loyola, 2012) Raymondi Felipa, Rosa Maribel; Bustamante Guerrero, Gilberto IndalecioThis study refers to the relationship between learning styles and academic performance, corresponding to a type of substantive research and descriptive correlational design. We used a sample available for non-probabilistic, consisting of 201 students from secondary room window of a bar-Callao. Theinstrument used for varying learning styles questionnaire was the Honey-Alonso Learning Styles (CHAEA), adapted to the Peruvian reality semantically, by Zavala (2008), and for variable academic performance evaluation minutes with the average four curricular areas. The results show that there is a relationship between academic performance and active learning styles, reflective and theoretical finding no relation to the pragmatic style.
- 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 abiertoEstrategias cognitivas del aprendizaje y comprensión lectora en estudiantes de quinto grado de secundaria de una institución educativa - Callao(Universidad San Ignacio de Loyola, 2010) López Esquivel, Mónica Malena; Meza Borja, Juan AnibalThis study focuses on cognitive learning strategies that make the student to understand a text. The purpose is to determine the relation between the cognitive strategies and the level of reading comprehension in fifth grade high school students in a public educational institution in Callao. The methodology is descriptive and correlational. The sample was formed by 102 students; there were boys and girls from 16 to 18 to years old. The learning and motivation strategy questionnaire from Ayala, Martínez y Yuste (2004). It was applied to evaluate the cognitive variable for the reading comprehension variable, it was applied the reading comprehension test from Tapia and Silva (1977). The obtained result indicates a significant positive correlation between the variables of study.
- PublicaciónAcceso abiertoEstrategias de aprendizaje y comprensión lectora en alumnos de quinto año de secundaria de una institución educativa del Callao(Universidad San Ignacio de Loyola, 2012) Barturén Silva, Matilde LuzmilaThis is a descriptive-correlational research that aims to establish the relationship between learning strategies and reading comprehension in high school students in fifth of an educational institution of Callao. The sample was comprised of a total of 67 students. We used the Learning Strategies Scale ACRA (Roman & Gallego, 1994) and reading comprehension test (Tapia, 1982). The results show that there is significant correlation between low dimensions: strategies and information acquisition strategies of encoding information with reading comprehension. While between dimensions: strategies and information retrieval strategies and information support reading comprehension there is a low non significant.