Bibliographic citations
Bustamante, F., Aguilar, N. (2024). Estrategias didácticas para mejorar la competencia indaga en los estudiantes del 1° secundario, I.E San Fernando, Rioja-2021 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5973
Bustamante, F., Aguilar, N. Estrategias didácticas para mejorar la competencia indaga en los estudiantes del 1° secundario, I.E San Fernando, Rioja-2021 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2024. http://hdl.handle.net/11458/5973
@misc{renati/1054064,
title = "Estrategias didácticas para mejorar la competencia indaga en los estudiantes del 1° secundario, I.E San Fernando, Rioja-2021",
author = "Aguilar Huaman, Naidith",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2024"
}
Teaching strategies to improve competence investigates 1st secondary school students, I.E. San Fernando, Rioja-2021 The general objective of the research was to apply didactic strategies for the development of inquiring competence in 1st year secondary school students, “San Fernando” Educational Institution, Rioja-2021. The study was of an applied type since it sought to resolve and/or improve investigative competence; The level was experimental, since the independent variable was manipulated; The design was based on a pre- and post-test, carried out on a study group; The sample was 17 students. The results were: that 6% were at a deficient level; 41% at a regular level; 24% at a good level and 29% of the students have managed to demonstrate that they have inquiring competence at an excellent level; In final terms, the competition inquired was at the regular level. The final conclusion was that the teaching strategies have managed to significantly develop the inquiring competence in students from the 1st year of secondary school at the “San Fernando” Educational Institution, Rioja, 2021, given that the lower limit was -20,061 and the upper limit - 8.645, the t-statistic value was -5.331, likewise, the bilateral significance was 0.000.
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