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Torres, M., (2016). Aprendizaje Estratégico y Estilos Cognitivos en el Ambiente Universitario [Universidad Nacional de Educación Enrique Guzmán y Valle]. http://repositorio.une.edu.pe/handle/20.500.14039/9039
Torres, M., Aprendizaje Estratégico y Estilos Cognitivos en el Ambiente Universitario []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2016. http://repositorio.une.edu.pe/handle/20.500.14039/9039
@phdthesis{renati/916955,
title = "Aprendizaje Estratégico y Estilos Cognitivos en el Ambiente Universitario",
author = "Torres Aranda, Maria Alejandrina",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2016"
}
Title: Aprendizaje Estratégico y Estilos Cognitivos en el Ambiente Universitario
Authors(s): Torres Aranda, Maria Alejandrina
Advisor(s): Ramos Estacio, Israel
Keywords: Rendimiento académico
OCDE field: http://purl.org/pe-repo/ocde/ford#5.03.01
Issue Date: 7-Apr-2016
Institution: Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract: El objetivo de este trabajo de investigación buscó la conexión que existe entre el aprendizaje estratégico y los estilos cognitivos de aprendizaje en esta casa de estudios. Aplicándose a educandos de los niveles I, III y V de la Facultad Educación Inicial del ciclo académico 2015-I. La muestra estratificada es de n=165 alumnas. Haciéndose su escogencia aleatoriamente. Estuvo el trabajo investigativo configurado cuantitativamente, descriptivo, correlacional, y diseño transversal no experimental. La recolección de data estuvo a cargo del formulario de preguntas sobre la Evaluación de Estrategias de Aprendizaje en Estudiantes y el formulario de preguntas de Estilos de Aprendizaje, teniendo una alta Validez y alta confiablidad en dichos instrumentos. Se analizó con la escala de Stanones. Conforme a los resultantes se probó de forma experimental la afirmación de la validez de correlaciones positivas de alta intensidad entre las variables aprendizaje estratégico y estilos cognitivos de aprendizaje, así como entre estos y las dimensiones estrategias de búsqueda y selección de información, y las estrategias metacognitivas del aprendizaje estratégico. Y correlaciones de moderada intensidad con las dimensiones estrategias motivacionales y recursos afectivos del aprendizaje estratégico. Por otra parte, registran la existencia de hipótesis nulas de las relaciones de las estrategias de control e interacción y las estrategias de procesamiento y uso de la data con los estilos de aprendizaje. Adicionalmente, reportaron el nivel medio de desarrollo del aprendizaje estratégico, así como el proceder cognitivo en las educandas de Educación Inicial.
The objective of this research work sought the connection that exists between strategic learning and cognitive learning styles in this university. Applying to students of levels I, III and V of the Faculty of Initial Education of the 2015-I academic cycle. The stratified sample is n=165 students. Making your choice randomly. The investigative work was configured quantitatively, descriptive, correlational, and non-experimental cross-sectional design. The data collection was in charge of the question form on the Evaluation of Learning Strategies in Students and the Learning Styles question form, having high validity and high reliability in said instruments. It was analyzed with the Stanones scale. According to the results, the affirmation of the validity of high intensity positive correlations between the variables strategic learning and cognitive learning styles, as well as between these and the dimensions of information search and selection strategies, and metacognitive strategies, was experimentally tested. of strategic learning. And correlations of moderate intensity with the motivational strategies and affective resources dimensions of strategic learning. On the other hand, they record the existence of null hypotheses of the relationships of control and interaction strategies and data processing and use strategies with learning styles. Additionally, they reported the average level of development of strategic learning, as well as the cognitive procedure in the Initial Education students.
The objective of this research work sought the connection that exists between strategic learning and cognitive learning styles in this university. Applying to students of levels I, III and V of the Faculty of Initial Education of the 2015-I academic cycle. The stratified sample is n=165 students. Making your choice randomly. The investigative work was configured quantitatively, descriptive, correlational, and non-experimental cross-sectional design. The data collection was in charge of the question form on the Evaluation of Learning Strategies in Students and the Learning Styles question form, having high validity and high reliability in said instruments. It was analyzed with the Stanones scale. According to the results, the affirmation of the validity of high intensity positive correlations between the variables strategic learning and cognitive learning styles, as well as between these and the dimensions of information search and selection strategies, and metacognitive strategies, was experimentally tested. of strategic learning. And correlations of moderate intensity with the motivational strategies and affective resources dimensions of strategic learning. On the other hand, they record the existence of null hypotheses of the relationships of control and interaction strategies and data processing and use strategies with learning styles. Additionally, they reported the average level of development of strategic learning, as well as the cognitive procedure in the Initial Education students.
Link to repository: http://repositorio.une.edu.pe/handle/20.500.14039/9039
Discipline: Ciencias de la Educación
Grade or title grantor: Universidad Nacional de Educación Enrique Guzmán y Valle. Escuela de Posgrado
Grade or title: Grado Académico de Doctor en Ciencias de la Educación
Juror: Rodríguez de los Ríos, Luis Alberto; Madrid Castro, María de Lorena; Zambrano Arce, Rolando; Rojas Saenz, Segundo Emilio
Register date: 21-Nov-2023
This item is licensed under a Creative Commons License