Citas bibligráficas
Noriega, B., (2024). Efectos de los esquemas cognitivos en la percepción del aprendizaje del inglés en estudiantes de una Institución Educativa Pública Peruana [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11085
Noriega, B., Efectos de los esquemas cognitivos en la percepción del aprendizaje del inglés en estudiantes de una Institución Educativa Pública Peruana []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/11085
@misc{renati/1739514,
title = "Efectos de los esquemas cognitivos en la percepción del aprendizaje del inglés en estudiantes de una Institución Educativa Pública Peruana",
author = "Noriega Ochoa, Billy Steve",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2024"
}
The objective of this research work is to explain the effects of the cognitive schema on the perception of learning English among 4th grade students of the secondary level at the I.E.P 60988 Hijos del Corriente de Loreto, Peru - 2023. The research was developed with a quantitative approach, of a basic or fundamental type, and the design used was correlational with explanatory scope. For this, a population consisting of twenty-six analysis units was considered and a census-type sample was used. The main technique used was the survey and two questionnaires were used as instruments: the first with 21 items and the second with 20 items. In testing the general hypothesis, it was explored how cognitive schemas directly influence the perception of learning English. The results showed a strong and positive connection between cognitive schemas and the perception of learning. In other words, students with more developed cognitive schemas tended to value English language learning more highly. Statistical data support this conclusion, showing that cognitive schemas are a significant factor in predicting how students perceive their own learning, explaining almost 95.6% (adjusted R-squared = 0.956) of the differences in learning perception observed in this specific study.
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