Efectos de estrategias de conocimiento previo - trabajo cooperativo en el rendimiento académico en el Instituto de Educación Superior

Bibliographic Data

ID5722073
AuthorsBeatriz Cryz Ycho (National University of San Marcos, corresponding author)
Year2018
Volume6
Issue1
Publication date2018-12-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueREVISTA EDUSER (JOURNAL)
Journal identifiersISSN: 2412-2769 • E-ISSN: 2412-2769
PublisherUniversidad Cesar Vallejo (PUBLISHER)
DOI10.18050/reveduser.v6n1a5
OpenAlexW2942964455
LanguageES
References cited7

The study was descriptive, correlational, transectional, ex - postacto. It was developed under the premise of determining the correlation between teaching strategies on prior knowledge - cooperative work and academic performance at the level of Higher Education. The members of the study were included as part of a non-probabilistic sample of 152 students from a Higher Technological Institute Public of a city in the north of Ancash, Peru; by criteria of inclusion and informed consent, for this purpose the instrument didactic teaching strategies Questionnaire and a summary of qualifications of academic performance were used; finally, they conclude that the variables teaching strategies and academic performance correlate in this type of students in a significant way, with a moderate positive intensity; The types of strategies (organization of information and group strategies) correlated positively with academic performance. The study rejects the assumption that teaching by stimulation of prior knowledge is related to high qualifications in performance, since no significant correlations were found between both components in the students of the Higher Education Institute

Humanities · Political science · Public university · Education and Teacher Training · Educational Innovations and Technology · Educational Outcomes and Influences · Psychology · Social Psychology

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