Examinando por Materia "State schools"
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- PublicaciónAcceso abiertoEstilos de aprendizaje de estudiantes del 5° de secundaria de instituciones educativas estatal y particular del Callao Cercado(Universidad San Ignacio de Loyola, 2012) Ferrón Taipe, Cecilia Edelmira; Meza Borja, Juan AnibalThe research aims to establish whether there were differences in learning styles among students in the 5th grade of secondary of the state and private educational institutions of the Fence Callao. The sample were of 100 students (79 of the state institution and 21 of the private institution). Questionnaire was used Honey - Alonso Learning Styles (CHAEA), comprising four learning styles: active, reflective, pragmatic and theoretical. The kind of research were basic, with a descriptive and comparative design. The results found do not exist big differences in the learning styles of students from of a state instituction and a private institution except in the active style with a very high preference in the students of the educational particular institution.
- PublicaciónAcceso abiertoEstilos de aprendizaje de los estudiantes de sexto grado en una institución educativa pública y privada del Callao(Universidad San Ignacio de Loyola, 2012) Leiva Torres, Jakline Gicela; Álvarez Taco, Carmen LeniThe aim of this research was to determine the learning styles of sixth grade primary school students from a public school students and those who belong to a private school in Callao Region. This was a descriptive research and the design is descriptive comparative : There are 178 students participatedin this research 90 from a public school and 88 from a private school The V.A.K performed by Ralph and adapted by Leiva was used to this research. The results show that there are no significant differences between both schools.
- 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 abiertoHabilidades de conciencia fonológica en estudiantes de primer grado de instituciones educativas públicas de Bellavista(Universidad San Ignacio de Loyola, 2012) Aguilar Ávalos, Julián; García Molina, Teresilda Ruth; Prosopio Chávez, Silvia Rosario; Meza Borja, Juan AnibalThis descriptive simple research aimed to determine the development of phonological awareness abilities of 232 grader primary students of 6 public schools in Bellavista. The metalinguistic ability test proposed by Gomez, Valero, Buades and Perez, an adapted to our reality by Panca (2003) was used. The results showed that just 48, 7% of the sample reached an advanced level in the development of phonological awareness activities, while 51,3% were below the intended level. We can conclude that there are significant differences in the achievement of the subtests to isolate, count and combine phonemes, which are part of the phonemic awareness, as well as the most complex level of phonological awareness regarding reading.
- PublicaciónAcceso abiertoInclusión de educandos con deficiencia intelectual en escuela públicas primarias de Carmen de La Legua y Reynoso - Callao(Universidad San Ignacio de Loyola, 2010) Api Castillo, Aldo Alfredo; Muñoz Salazar, José ManuelThere has been an investigation about the inclusive of primary schools from the state, through a design of simple descriptive investigation, we count with a sample of an available type, conformed 6 E I and a total of 19 students with intellectual handicap that involves the total of the population of kinds with intellectual handicap, also the ones from the district of Carmen de la Legua y Reynoso. An observation card has been applied to describe the characteristics of the inclusive process of these students in two stages, the first one corresponds to collect information about the inclusive education in the level of institutional planification; in the second one we observed this inclusiveness up to the level of the classroom indeed. This investigation let us analyze the process of inclusive education of this population, is advanced and in a consolidation process, especially in its socio-educative process, through a E. I. and classroom level.
- PublicaciónAcceso abiertoInteligencia emocional y logro académico en los alumnos de educación secundaria de una institución educativa pública del Callao(Universidad San Ignacio de Loyola, 2010) Palacios Cangahuala, Vladimir Valerio; Altez Rodríguez, Irma SusanaThe present investigation has the intention of demonstrating the existing relation between the emotional intelligence and the academic achievement in the pupils of the fifth degree of secondary education of an educational institution of the district of the Callao. Correlacional used the descriptive design. The study was realized in a sample of 82 students of both kinds; with a sampling not probability. The was applied the inventory of BarOnʼs Emotional Quotient. The results indicate that a significant relation exists between emotional intelligence and academic achievement; likewise the levels of Emotional Intelligence indicate that 69.5% presents an emotional good capacity and 24.4% for improving. In addition, in relation to academic achievement one found that 37.8% presents a low level.
- PublicaciónAcceso abiertoLenguaje oral en niños de 3, 4 y 5 años de una institución educativa pública : distrito - Callao(Universidad San Ignacio de Loyola, 2010) Asian Suárez, Pilar Cristina; Meza Borja, Juan AnibalThe purpose of this research was to determine the level of oral language proficiency (OL) in the phonological, syntactic and pragmatic areas. The students were evaluated using the revised version of the Navarra oral language test (Aguinaga, Armentia, Fraile, Olangua y Uriz, 2006). The sample was 208 3-5 year old children coming from a low socioeconomic class family and studying at a public school in Callao. The research results show that the children involved in the study have a low level of oral language (OL) and that there are no significant differences in this level between genders. It is suggested that a study be carried out to clearly identify the factors influencing the low level of oral language proficiency in these children.
- PublicaciónAcceso abiertoMetas académicas y factores motivacionales: Área inglés en alumnos de 4° años de una institución educativa pública - Callao(Universidad San Ignacio de Loyola, 2011) Solis Esteban, Diana Miriam; Robles Mori, HerbertThe purpose of this research was to relate the Academic goals and Motivational components’ variables in the area of English. One hundred forty-nine fourth-grade public high-school students from Callao participated in the sample. Their ages varied from fourteen to nineteen years old. The questionnaire about Academic goals from Núñez, Gonzáles-Pienda, Gonzáles-Pumariega, García and Roces (1977), adapted by Solís (2010), and the Motivational components in the area of English by Alarcón (2005), adapted by Solís (2010), were used during this evaluation. The result of the research revealed a low and negative correlation between both variables. Moreover, the psychometric data from the adaption of both questionaires displayed valid and reliable tests.
- PublicaciónAcceso abiertoMotivación de logro en educación física y capacidades motrices en alumnos de una institución educativa pública del distrito de Bellavista(Universidad San Ignacio de Loyola, 2010) Arista Huaco, Manuel Jesús; Robles Mori, HerbertThis investigation is about achievement motivation for learning in Physical Education and motor skills in high school students from fifth a State Educational Institution Bellavista - Callao District. Its design is descriptive and correlation study, the group of 140 students between 15 and 18 years was given the motivation test of 37 items, Achievement Motivation in Physical Education Test also an observation form on motor abilities of 7 items where the results revealed: Motivation in Physical Education has a positive trend by 85%, as motor skills by 65% and there was a positive correlation (r = 76.2%) between the physical abilities and motivation, these results are discussed in relation to the transmission of information by the teacher to improve student's ability, intrinsic motivation and performance.
- PublicaciónAcceso abiertoNiveles de conciencia fonológica en estudiantes de primer grado de instituciones educativas públicas de Pachacútec(Universidad San Ignacio de Loyola, 2010) De la Cruz Valentín, Ayda; Velarde Consoli, Esther MarizaThe purpose of this study was to determine the performance of phonological awareness at different levels in 250 children from first grade of public educational institutions Pachacútec. Students come mostly from migrant families from across the country and belong to low socioeconomic status. This ability was evaluated using the Test of metalinguistic skills (THM) from Gómez, Valero, Buades and Pérez (1995) adapted in Perú by Panca (2000). The results indicate that only 1.6% of the sample tested has a breakthrough performance in phonological awareness while 98.4% is below the expected scores. An analysis between the subtests (THM) found that metaphonological performance was better in the levels of rhyme and phonemes versus syllables which would explain the difficulties in learning to read.
- PublicaciónAcceso abiertoNiveles de resiliencia en los docentes de primaria de las instituciones públicas de Ventanilla y Callao(Universidad San Ignacio de Loyola, 2012) López Hidalgo, Iris Violeta; Bustamante Guerrero, Gilberto IndalecioThis comparative descriptive research aimed to compare resilience among the teachers from Ventanilla and Callao districts. The sample 286 teachers (152 from Callao and 134 from Ventanilla) of both sexes and whose labor condition were to be permanent and temporary teachers. A Resilience scale for teachers (ER-D) was applied to evaluate four factors: significant participation, self- esteen and learning, prosocial behavior and supporting perception. After processing the results, we came across to the conclusion that significant differences do not exist in the levels of resilience between the elementary school teachers of Ventanilla and Callao. Regarding the factors of significant participation, pro-social behavior and perception of support, do not exist significant differences between the teachers of both districts either. On the other hand, talking about self-esteem and learning, there are significant differences in favour of teachers of Ventanilla.