Citas bibligráficas
Castañeda, S., (2021). Estrategias de manejo de conflictos emergentes en el aula para mejorar la disciplina en los alumnos de cuarto grado de primaria de una institución educativa estatal de Virú - Trujillo 2019 [Tesis, Universidad Privada Antenor Orrego - UPAO]. https://hdl.handle.net/20.500.12759/7787
Castañeda, S., Estrategias de manejo de conflictos emergentes en el aula para mejorar la disciplina en los alumnos de cuarto grado de primaria de una institución educativa estatal de Virú - Trujillo 2019 [Tesis]. PE: Universidad Privada Antenor Orrego - UPAO; 2021. https://hdl.handle.net/20.500.12759/7787
@mastersthesis{renati/380340,
title = "Estrategias de manejo de conflictos emergentes en el aula para mejorar la disciplina en los alumnos de cuarto grado de primaria de una institución educativa estatal de Virú - Trujillo 2019",
author = "Castañeda Lezma, Susana Teresa",
publisher = "Universidad Privada Antenor Orrego - UPAO",
year = "2021"
}
The purpose of this research work was to determine if the application of emerging conflict management strategies in the classroom improves significantly in the disciplinary field in 4th B students of the primary level of a State Educational Institution of Virú - Trujillo 2019. The sample population consisted of 30 students from 4th grade of primary section B, the design used in the research is quasi - experimental of an experimental applicative nature; In which the observation guide “School discipline“ was used as an instrument, which was used as a measurement, before and after the application of the program. Likewise, the hypothesis put forward was that “When applying the strategies for managing emergent conflict in the classroom, they significantly improved discipline in the 4th grade students of an I.E. of Virú. Finally, the results obtained with the Student's t statistic, a 95% confidence was determined, where the mean score for School Discipline is 39.7 prior to applying the program and 46.17 after applying it; In this sense, it could be indicated that they present a highly significant difference (t = 5.212; p <.01). Which indicated that the program showed highly significant improvements p <.01, on emerging discipline conflicts in the classroom.
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