Disfrute del docente al enseñar y del alumno al aprender en estudiantes de primaria de colegios privados de Lima

Abstract

En la presente investigación, se buscó determinar la relación entre el disfrute del profesor -medido a través de la percepción del estudiante sobre su entusiasmo al enseñar -y el disfrute de los alumnos al aprender Matemáticas, analizando las emociones desde el punto de vista de la neurociencia educacional. Se evaluó a estudiantes de Segundo a Quinto Grado de Primaria de ambos sexos, pertenecientes a dos instituciones educativas privadas de Lima Metropolitana (n = 540). Se emplearon las versiones lingüísticamente adaptadas del Achievement Emotions Questionnaire –Elementary School (AEQ-ES) (Lichtenfeld, Pekrun, Stupnisky, Reiss y Muruyama, 2012) y del Student-perceived Teacher Enthusiasm Scale (Frenzel, Goetz, Lüdtke, Pekruny Sutton, 2009) para la recolección de datos. A partir de un diseño descriptivo correlacional, se comprobó la hipótesis planteada al obtener un coeficiente de correlación (r = 0.52) que evidenció que existe una relación moderada, estadísticamente significativa y directa entre las variables del estudio, reflejando una relación positiva entre ambas. Adicionalmente, se realizó un análisis complementario en función al sexo y al grado, encontrándose diferencias estadísticamente significativas. Se discuten todos los hallazgos obtenidos en el marco de las Neurociencias, y se plantean recomendaciones aplicadas a la Educación.

This investigation attempted to determine the relationship between the enjoyment of the teacher, which is measured through the student’s perception of the teacher’s enthusiasm when teaching, and the enjoyment of the student when learningMath by analyzing their emotions from the perspective of educational neuroscience. Both male and female students in second through fifth grade at two private educational institutions from the greater Lima Metropolitan Area were evaluated (n = 540). For data collection, linguistically adapted versions ofAchievement Emotions Questionnaire –Elementary School (AEQ-ES) (Lichtenfeld, Pekrun, Stupnisky, Reiss & Muruyama, 2012) andStudent-perceived Teacher Enthusiasm Scale (Frenzel, Goetz, Lüdtke, Pekrun&Sutton, 2009) were used. Based on a descriptive correlational design,the hypothesis was verified by obtaining a correlative coefficient (r = 0.52) which proved the existence of a moderate, yet statistically significant, direct relationship between the variables which were examined, reflecting a positive correspondence between them. An additional analysis based on the sexand grade level was carried out, wherein statistically significant differences were identified. All the findings which were obtained in the investigation are discussedthrough the framework of Neuroscience and recommendations to be applied to educational practice are given.