Citas bibligráficas
Aguayo, M., (2021). Relación entre las conductas disruptivas y el aprendizaje del área de educación para el trabajo de los estudiantes del 4° grado de Educación Secundaria de la Institución Educativa Mixto “Huaycán” - 2018 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/5626
Aguayo, M., Relación entre las conductas disruptivas y el aprendizaje del área de educación para el trabajo de los estudiantes del 4° grado de Educación Secundaria de la Institución Educativa Mixto “Huaycán” - 2018 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/5626
@mastersthesis{renati/1025454,
title = "Relación entre las conductas disruptivas y el aprendizaje del área de educación para el trabajo de los estudiantes del 4° grado de Educación Secundaria de la Institución Educativa Mixto “Huaycán” - 2018",
author = "Aguayo Medina, Miguel Ángel",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2021"
}
The objective of this scientific study was to determine the relationship between disruptive behaviors and learning in the Education for Work area of students of the 4th grade of secondary education of the Mixed Educational Institution "Huaycán" - 2018. The methodology was quantitative approach, descriptive - correlational, with non-experimental, cross-sectional design and the method was correlational - causal. The population was made up of 161 students from the fourth grade of secondary education from the morning shift of the Mixed Educational Institution “Huaycán”. The sample is non-probabilistic of 114 students of the fourth grade of secondary education from the morning shift of the Mixed Educational Institution "Huaycán". The data collection instrument consists of two questionnaires: 1 Disruptive behavior questionnaire, and 2 Learning from the Education for Work Area. The results obtained a Spearman Rho correlation coefficient = 0.580, which is interpreted at 99.99% ** the correlation is significant at the bilateral 0.05 level, being interpreted as a moderate positive relationship between the variables, with a p = 0.000 (p <0.05), rejecting the null hypothesis. Therefore, it is concluded: That disruptive behaviors are directly related to learning in the area of education for learning, that is, the better the disruptive behaviors are, the greater the learning in the area of education for work, also according to the correlation of Spearman's 0.580 represents a moderate positive correlation.
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