Citas bibligráficas
Ichocan, C., (2020). Programa educativo "Aprendo a cambiar" en la mejora de conductas disruptivas en estudiantes de quinto grado de primaria del colegio cooperativo César Vallejo, Iquitos 2019 [Universidad Nacional de la Amazonía Peruana]. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/7071
Ichocan, C., Programa educativo "Aprendo a cambiar" en la mejora de conductas disruptivas en estudiantes de quinto grado de primaria del colegio cooperativo César Vallejo, Iquitos 2019 []. : Universidad Nacional de la Amazonía Peruana; 2020. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/7071
@misc{sunedu/3118047,
title = "Programa educativo "Aprendo a cambiar" en la mejora de conductas disruptivas en estudiantes de quinto grado de primaria del colegio cooperativo César Vallejo, Iquitos 2019",
author = "Ichocan Barboza, César",
publisher = "Universidad Nacional de la Amazonía Peruana",
year = "2020"
}
The main objective of the research was to evaluate the effect of the application of the educational program "Learning to change" in the improvement of disruptive behaviors in students of the fifth grade of primary at the Cooperative College "Cesar Vallejo", Iquitos District, 2019. The level of study was applicative and the type of experimental research had a quasi-experimental design. The study population was made up of students of the level, being the sample of 63 students with a non-probability sampling method; the data was collected through an entrance test and an exit test. The results show that before the application of the program the average and the standard deviation of the scores of the disruptive behavior in the students of the experimental group was 36.58 ± 2.83 points and in the control group 35.3 ± 3.605, being relatively equal. After the application of the educational program, the average and standard deviation of the disruptive behavior in the students of the experimental group was 40.21 ± 1.799 points and in the control group 38.90 ± 1.677, then the average of the experimental group is higher; therefore, the application of the program is effective in improving disruptive behaviors in students of the educational institution in intervention, except in the antisocial behavior dimension, since its p-value is = 0.303> 0.05, so the hypothesis proposed for this dimension is rejected.
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