Citas bibligráficas
Kari, L., (2018). Rendimiento académico y hábitos de estudio en estudiantes del VII ciclo de educación básica regular de una institución educativa benéfica del Cusco [Tesis, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/556
Kari, L., Rendimiento académico y hábitos de estudio en estudiantes del VII ciclo de educación básica regular de una institución educativa benéfica del Cusco [Tesis]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/556
@misc{renati/241875,
title = "Rendimiento académico y hábitos de estudio en estudiantes del VII ciclo de educación básica regular de una institución educativa benéfica del Cusco",
author = "Kari Quispe, Luz Marleni",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The objective of this research was to analyze the relationship between academic performance and the study habits in the students of the 7th cycle of Regular Basic Education of an educational institution beneficial of Cusco. This research presents a descriptive correlational design, with a population of 60 students, who were evaluated to provide information about their study habits, with the inventory created by Luis Vicuña: Inventory of Study Habits – CASM 85, Revision 2014. The academic performance took place in the last acts of the third quarter of the academic year 2017. The instruments were found well and reliable. The statistical analyzes carried out an identified significant, low-level and positive trend relationship between academic performance and study habits (r = .355; p <.05), with a small amount equal to 13%, which explains the proportion of variance shared among the variables. That is to say, the better the study habits, the better be the academic performance. Regarding the relationship of academic performance with the dimensions of the study habits variable, the results have shown that there is surely a is a weak relationship with: forms of studies (r = .164; p <.05), task resolution (r = .271; p <.05), preparation of exams (r = .341; p <.05), and ways of listening in class (r = .396; p <.05). With respect to the accompanying dimensions to their studies, I did not find a significant relationship.
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