(Lic.) Educación con mención en Educación Religiosa Católica y Ciencias Sociales
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Item Los estilos de aprendizaje y su relación con el rendimiento académico de los estudiantes del segundo grado de educación secundaria en la institución educativa “Clemente López Montalván” de Calzada(Universidad Nacional de San Martín. Fondo Editorial, 2022-11-30) Raico Rojas, Maria Esther; Flores Cruz, Carlos AlbertoEl propósito de la investigación es determinar relación entre los estilos de aprendizaje con el rendimiento académico de los estudiantes del segundo grado de educación secundaria en la Institución Educativa “Clemente López Montalván” de Calzada. En el aspecto teórico, los estilos de aprendizaje están sustentados en Alonso (1999), González, M. y Chávez, U. (2010), y Jebari, A. (2016) sostienen que son características cognitivas afectivas, fisiológicas que los estudiantes muestran al momento de interrelacionarse en un contexto de aprendizaje y los dimensiona en activos, reflexivos, teóricos y pragmáticos; y rendimiento académico sustentado en Edel, R. (2003), Tejada, R. y Noelia, Y. (2003), Ortega, V. (2012) y Ministerio de Educación (2009) expresan que es la medida de capacidades a partir de un proceso formativo y es producto del desempeño escolar en las áreas curriculares. Con ello, se plantea la siguiente hipótesis: Existe relación significativa entre los estilos de aprendizaje con el rendimiento académico de los estudiantes del segundo grado de educación secundaria. La investigación es no experimental, transeccional, correlacional, con una muestra de 54 estudiantes del segundo grado, seleccionada mediante el muestreo no probabilístico – intencional. los instrumentos utilizados fueron el cuestionario de estilos de aprendizaje y el registro de rendimiento académico. Estadísticamente, la relación entre los estilos de aprendizaje con el rendimiento académico de los estudiantes del 2° grado de educación secundaria de la I.E. Clemente López Montalván de Calzada fue una positiva débil ɤ = 0.225, con una prueba t-Student de coeficiente de correlación de Pearson de “p-valor = 0.101 > 0.05” que indica una correlación no significativa entre dichas variables.Item Evaluación, acreditación y certificación de la calidad educativa en el sistema educativo peruano(Universidad Nacional de San Martín. Fondo Editorial, 2010) Vasquez Uriarte, Jhaylly; Leon Montalvo, Juan JulioEvaluación, acreditación y certificación, constituyen tres componentes fundamentales para medir el aspecto cualitativo del proceso de enseñanza-aprendizaje, es decir, tanto de la formación docente como del aprendizaje de los estudiantes de todas las modalidades, etapas y niveles del sistema educativo. Por tanto, permitirá efectuar las correcciones pertinentes en la acción de los diferentes sujetos o agentes de la educación y direccionarlos de manera idónea o apropiada. Evaluación, acreditación y certificación de la calidad educativa poseen una intrínseca relación con la formación docente, por lo tanto, tienen implicancias positivas en la calidad de los aprendizajes de los estudiantes acorde con su aplicación organizada y coherente. El sistema nacional de evaluación, acreditación y certificación (SINEACE) de la calidad educativa abarca todo el territorio nacional y responde con flexibilidad a las características particulares de cada región del país, cuyo reglamento lo constituye la ley N°18740. Establecer un enfoque comparado del sistema de evaluación, acreditación y certificación de la calidad de la educación superior de nuestro país, con el de otros como España, México, Cuba y Chile, permite efectuar un breve paralelo entre aquellos.Item Correlación de la formación moral y educación ambiental de los estudiantes del primer grado “B” de educación secundaria de la Institución Educativa Particular Simón Bolívar de Tarapoto(Universidad Nacional de San Martín. Fondo Editorial, 2008) Ramirez Rodas, Carlos Alberto; Arroyo Benitez, Martin Ezequiel; Ramirez Rodas, Nilo ArturoThe present investigation has allowed us to meditate on the importance of the Correlation of the Moral Formation and Environmental Education in the integral development of the students, making possible its development, its fullness and its happiness. The environmental education cannot understand it if it is not in a parallel and simultaneous way with that that traditionally know as moral formation. Difficultly an educating will take care of the environment if he/she doesn't take care to itself, difficultly it will respect the environment but it is respected itself and the other ones. It is clear that the education in the XXI century must base on the following pillars: Learn how to KNOW, Learn how to MAKE, Learn how to LIVE, Learn how to BE. The study consists of four chapters; in the first chapter the position of the problem is developed: lack of moral formation in the environmental topic of the students of the secondary level of the Educational Institution Simon Bolivar, that which allows us to determine the correlation degree that exists between the Moral Formation and the Environmental Education. In the second chapter we develop the theoretical mark - conceptual, observing the antecedents modernized on moral formation, we revise in systematic form the pertinent literature, o give a context appropriately our investigation. In the third chapter we develop the methodological aspects of the investigation, developing sorne results of our investigation diagnosis of Correlation of the Moral Formation and Environmental Education partially, in the Particular Educational Institution Simon Bolívar. In first term we analyze fundamental results, second moment, the information facto - perceptible remaining it is presented like I annex. In the fourth chapter we present our obtained results that they confirm the investigation hypothesis, conclusions and recommendations. Finally the bibliographical references, at the same time that they express the learned contribution of our investigation they offer solidity to the investigation testifying the presence of a scientific base in the elaboration of the work.Item Correlación de la inteligencia emocional y el aprendizaje significativo de los alumnos y alumnas del cuarto año de educación secundaria de la I.E. Virgen Dolorosa del distrito de la Banda de Shilcayo San Martín(Universidad Nacional de San Martín. Fondo Editorial, 2006) Callo Paye, Ana Patricia; Miranda Rivera, Gladys Marleni;Descriptive method utilized correlacional once was accomplished with pupils and the fourth secondary- education year's schoolgirls in the educational institution itself In the present fact-finding work Virgen Dolorosa, in Shilcayo's Banda's district, San Martín's province during the year 2005. This study permitted establishing the relation of the Inteligencia Emocional and the Aprendizaje Significativo, in the education quality in the Social sciences area to us. lnvestigation was structured considering the variables's correlation: Emotional lntelligence and existent Aprendizaje Significativo among them. lt was worked up with 100 pupils's aleatory sign, he elaborated previously a test to measure Inteligencia Emocional's grade, based in five fields: The autoconscience, the self-control, the motivation, the empathy and the social connections. lt was evaluated in 4 two-month periods all year round academic to measure the Aprendizaje Significativo, obteniéndose the final note that went once was provided of the official minutes. Next one proceeded to recollect the information in order to his respective analysis of correlation of Pearson giving us a positive correlation weak ofi =0,169; In the pupils and the fourth year's schoolgirls of her secondary education l.E. Painful Virgin of the district of Shilcayo's Banda, San Martín, year 2005. In conclusion it is determined than the Inteligencia Emocional play a very important role in the Aprendizaje Significativo's achievement, he relates with the need of inducing interest to the pupil and necessary labors, he is the professor's work to offer direction and guide pertinent in each situation motivation only is not in charge of the teacher, destiny also the parents are implicated and the society; That reflection process will be a first step on the way over toward the teaching's invention that will be fruitful. The professors must apply strategies in order to a best learning in the pupil; Because education is one of the halfway main things available to promote a human development plus prorustic farm and harmonious, to do to move back the poverty, the exclusion, the ignorance, the oppression, the war, etc.Item La tutoría y su relación con el desarrollo socio-afectivo en los estudiantes de la I.E Serafin Filomeno(Universidad Nacional de San Martín. Fondo Editorial, 2013) Cieza Rodrigo, Jorge; Flores Cruz, Carlos AlbertoResearch mentoring and its relationship with socio- emotional development in students of School "Serafín Filomena" of Moyobamba, 2012, investigates the correlation between the two phenomena (mentoring and emotional development), and the main objective was to establish the relationship between mentoring with socio- emotional development in students of School "Serafín Filomena" of Moyobamba, 2012, and the specific objectives were to identify the tutorial level areas , learning sessions and theme that is taught to students of School "Serafín Filomena" , identify the level of emotional development in the social, interpersonal and intrapersonal students of School "Serafín Filomena" in the third quarter and determine the relationship betweeri mentoring with socio- emotional development in students of School "Serafín Filomena" . The tutorial is based on Delgado and Barrenechea (2005), Segovia and Fresco (2000), Pastor (1995) and the Ministry of Education (2005), state that tries to cover this area needs students in the dimensions academic, personal, vocational, social welfare, culture and coexistence, and socio- emotional development in Gonzales (2009), Dovecote and Teruel (2009), and Alcantar (2002), that affect the socialization of human beings in relation to its context. These frames give sufficient references theoretical tools to pose the following hypothesis: There is a relationship between mentoring with socio- emotional development in students of School "Serafín Filomena" of Moyobamba, 2012. Methodologically, the research design is descriptive and correlational study, with a sample of 276 students of the educational institution "Serafín Filomena", and in the process of statistical analysis was obtained accepting the research hypothesis with a calculated value of te = 8, 79 and a value tabular t, = ± 1, 96 , verifying that the calculated value is greater than the tabular right, which enables the null be located within the rejection region.