Bibliographic citations
Sanchez, K., (2022). Percepción del clima escolar y classroom engagement del alumnado de educación secundaria pública [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9765
Sanchez, K., Percepción del clima escolar y classroom engagement del alumnado de educación secundaria pública []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2022. https://repositorio.une.edu.pe/handle/20.500.14039/9765
@mastersthesis{renati/1022470,
title = "Percepción del clima escolar y classroom engagement del alumnado de educación secundaria pública",
author = "Sanchez Toribio, Kemberly Pilar",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2022"
}
The objective of this research work was the relationship between the student perception of the school climate and the involvement in learning activities in the classroom (classroom engagement) of the 4th and 5th grade students of a public experimental school. The stratified random sample was made up of 168 students belonging to the five sections of said secondary grades. The research had a quantitative approach, it was basic with a cross-sectional correlational design. The data collection instruments applied were the Student Perception of School Climate Scale-33 and the Classroom Engagement Scale. The content validity and reliability of these instruments were evaluated with Aiken's v coefficient and Cronbach's coefficient. The collected data were processed with the Pearson correlation coefficient (r) statistical test for the evaluation of the general hypothesis between the variables school climate and involvement in learning activities in the classroom, and the specific hypotheses between the dimensions of the classroom engagement and the school climate variable. The findings showed the existence of a moderate and statistically significant positive influence of the perceived school climate on the involvement in learning activities in the classroom of the students surveyed. The same direction and degree of influence was replicated in the relationship between the perception of school climate and the emotional dimension of classroom engagement. On the other hand, it was observed that the perception of the school climate had a high and significant positive influence on the behavioral, cognitive and constructive involvement dimensions of classroom engagement among the students surveyed.
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