Citas bibligráficas
Ruiz, G., (2020). Clima Escolar y Logro Educativo en el Colegio Nacional de Mujeres de Pasco [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/5696
Ruiz, G., Clima Escolar y Logro Educativo en el Colegio Nacional de Mujeres de Pasco []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2020. https://repositorio.une.edu.pe/handle/20.500.14039/5696
@mastersthesis{renati/1025602,
title = "Clima Escolar y Logro Educativo en el Colegio Nacional de Mujeres de Pasco",
author = "Ruiz Chamorro, Gloria Amparo",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2020"
}
This thesis investigates the relationship between the climate of the classroom and educational achievement at the National College of women "Maria stopped of Bellido", located in the capital of Cerro de Pasco. The selected population consisted of the 2nd, 3rd and 4th year of secondary level students, and the stratified sample had a size of 121 students. The selection of these was made with the table of random numbers. The research was correlation type, with cross design and a quantitative approach. The information collection tools were: school climate in the classroom and the ratings scale averages obtained by students of the sample in the first two months of the year 2017. The scale was corroborated on its validity of content and reliability, according to the standards of the scientific community with the Aiken V coefficient and Cronbach's alpha coefficient. The statistical treatment of the data is made with the scale of kegs for the description of the variables and test parametric correlation of Pearson for the correlative hypothesis testing and statistical significance of the same. The results reported correlations medium intensity positive and statistically significant difference between the climate of classroom and educational attainment as well as instructional, interpersonal and imaginative classroom climate and educational achievement contexts. They also showed that the regulatory context presents a low-intensity negative and statistically significant correlation with educational attainment. Finds, finally, proved to be statistically significant at a level of probability of p < 0,01
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