Bibliographic citations
Alva, F., Palacios, D. (2023). Dramatización como estrategia para la construcción de identidad cultural en los estudiantes de primaria de la I.E. “Jorge Basadre Grohmann” – Chaclacayo [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9535
Alva, F., Palacios, D. Dramatización como estrategia para la construcción de identidad cultural en los estudiantes de primaria de la I.E. “Jorge Basadre Grohmann” – Chaclacayo []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/9535
@misc{renati/1024372,
title = "Dramatización como estrategia para la construcción de identidad cultural en los estudiantes de primaria de la I.E. “Jorge Basadre Grohmann” – Chaclacayo",
author = "Palacios Velasquez, Dianeth Kimberly",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
The objective of this research work is to respond to the problem: What is the influence of dramatization as a strategy to promote the construction of cultural identity in 5th grade primary school students at the I.E. ‘Jorge Basadre Grohmann’, Chaclacayo, 2021? It was carried out with the hypothetical deductive method that had the purpose of: determining the magnitude of influence that dramatization as a strategy promotes in the construction of cultural identity in the 5th grade students of the I.E. 'Jorge Basadre Grohmann', Chaclacayo - 2021, being experimental, quantitative approach. We have 70 individuals from the 5th grade students at the primary level as a population and a sample of 20 students from 5th “B” (experimental group) and 20 students from 5th “A” (control group), using the quasi-experimental design. (pre and posttest). The objective was to build cultural identity with the application of dramatization in the 5th grade students of the I.E. 'Jorge Basadre Grohmann', Chaclacayo, 2021, 12 learning sessions were applied. We obtained results through analysis and interpretation of statistical tables, the results of which were, 15% of students (control group) and 10% (experimental group), have a good cultural identity; After the application, we achieved 80% growth in cultural identity (experimental group), in contrast to the control group, which maintained 15%, validating the dramatization in this study, responding to the lack of building the students' cultural identity, gaining knowledge about customs, traditions, interculturality and existing ways of life in our country.
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