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Lázaro, I., Solgorré, O. (2023). Influencia de los estilos de aprendizaje en la autonomía intelectual [Universidad de Ciencias y Humanidades (UCH)]. http://hdl.handle.net/20.500.12872/776
Lázaro, I., Solgorré, O. Influencia de los estilos de aprendizaje en la autonomía intelectual []. PE: Universidad de Ciencias y Humanidades (UCH); 2023. http://hdl.handle.net/20.500.12872/776
@misc{renati/689672,
title = "Influencia de los estilos de aprendizaje en la autonomía intelectual",
author = "Solgorré Caytuiro, Olga María",
publisher = "Universidad de Ciencias y Humanidades (UCH)",
year = "2023"
}
Title: Influencia de los estilos de aprendizaje en la autonomía intelectual
Advisor(s): Villar Mayuntupa, Gustavo Marino
Keywords: Educación Primaria; Estilos de aprendizaje; Autonomía intelectual; Primary education; Learning styles; Intellectual autonomy
OCDE field: http://purl.org/pe-repo/ocde/ford#5.03.01
Issue Date: 2023
Institution: Universidad de Ciencias y Humanidades (UCH)
Abstract: En esta investigación se tomó en cuenta en primer lugar los estilos de aprendizaje de Kolb (pragmático, teórico, reflexivo y activo) que son las formas como el ser humano aprende frente a un determinado estímulo y contexto. Lo cual conlleva a la reflexión y el crecimiento de sus capacidades. En segundo lugar, se tomó en cuenta el desarrollo de la autonomía intelectual entendida como la realización de diferentes acciones que llevan a sistematizar la adquisición de su aprendizaje. Para tal fin la investigación tuvo como objetivo determinar la influencia de los estilos de aprendizaje en el desarrollo de la autonomía intelectual. El estudio es cuantitativo de tipo correlacional descriptivo, en el que participaron bajo un muestreo intencional 51 en estudiantes de V ciclo de la EBR 28 quinto grado y 23 sexto grado de una institución privada en Breña-Perú. Y, para el análisis del estudio se realizaron dos instrumentos: uno de estilo de aprendizaje con 13 ítems y otro para autonomía intelectual con 5 ítems en escala de Likert. Posteriormente a ello, se realizó la validación con el análisis factorial experimental y la confiabilidad del Alpha de Cronbach. Al finalizar esta investigación se concluye que sí existe influencia entre los estilos de aprendizaje y la autonomía intelectual, pues muestran correlaciones positivas significativas en cada caso. Asimismo, los estilos de aprendizaje activo y pragmático influyen en la autonomía intelectual en los estudiantes de la muestra investigada pues resultaron ser predictores significativos del mismo conforme al análisis de regresión realizado.
In this research, Kolb's learning styles (pragmatic, theoretical, reflective and active) were taken into account, which are the ways in which the human being learns in the face of a certain stimulus and context. Which leads to reflection and growth of his capabilities. Secondly, the development of intellectual autonomy, understood as carrying out different actions that lead to systematizing the acquisition of learning from it, was taken into account. For this purpose, the research aimed to determine the influence of learning styles in the development of intellectual autonomy. The study is quantitative of a descriptive correlational type, in which 51 students of the V cycle of the EBR 28 fifth grade and 23 sixth grade from a private institution in Breña-Peru participated under an intentional sampling. And, for the analysis of the study, two instruments were carried out: one for learning style with 13 items and another for intellectual autonomy with 5 items on the Likert scale. Subsequently, validation was carried out with experimental factor analysis and the reliability of Cronbach's Alpha. At the end of this research, it is concluded that there is an influence between learning styles and intellectual autonomy, since they show significant positive correlations in each case. Likewise, active and pragmatic learning styles influence intellectual autonomy in the students of the investigated sample, since they turned out to be significant predictors of it according to the regression analysis carried out.
In this research, Kolb's learning styles (pragmatic, theoretical, reflective and active) were taken into account, which are the ways in which the human being learns in the face of a certain stimulus and context. Which leads to reflection and growth of his capabilities. Secondly, the development of intellectual autonomy, understood as carrying out different actions that lead to systematizing the acquisition of learning from it, was taken into account. For this purpose, the research aimed to determine the influence of learning styles in the development of intellectual autonomy. The study is quantitative of a descriptive correlational type, in which 51 students of the V cycle of the EBR 28 fifth grade and 23 sixth grade from a private institution in Breña-Peru participated under an intentional sampling. And, for the analysis of the study, two instruments were carried out: one for learning style with 13 items and another for intellectual autonomy with 5 items on the Likert scale. Subsequently, validation was carried out with experimental factor analysis and the reliability of Cronbach's Alpha. At the end of this research, it is concluded that there is an influence between learning styles and intellectual autonomy, since they show significant positive correlations in each case. Likewise, active and pragmatic learning styles influence intellectual autonomy in the students of the investigated sample, since they turned out to be significant predictors of it according to the regression analysis carried out.
Link to repository: http://hdl.handle.net/20.500.12872/776
Discipline: Educación Primaria e Interculturalidad
Grade or title grantor: Universidad de Ciencias y Humanidades. Facultad de Humanidades y Ciencias Sociales
Grade or title: Licenciado en Educación Primaria e Interculturalidad
Juror: Vásquez Cespedes, Carla; Zorrilla Esparza, César Jhonny; Oyanguren Amoros, Julissa Rita
Register date: 12-May-2023
This item is licensed under a Creative Commons License