Resumen de Aprendizaje basado en proyectos, una propuesta para mejorar el aprendizaje autorregulado en estudiantes de secundaria de una institución educativa, piura 2020

Jessica Alcira Vélez Guaylupo, Juan Carlos Zapata Ancajima, María Elena Pacherres Valladares, Blas Enrique Tumi Antón

• español

  El aprendizaje autorregulado permite que los estudiantes activen sus procesos cognitivos para el desarrollo de capacidades que requieren regular emociones, conocimientos y comportamientos académicos, para adquirir nuevos saberes. Este estudio propone un diseño de programa ABPr, para mejorar el aprendizaje autorregulado en estudiantes de secundaria de una institución educativa. La metodología aplicada está fundamentada bajo un paradigma positivista, de carácter descriptivo, con un enfoque cuantitativo y diseño no experimental. La técnica de recolección de datos es la encuesta y el instrumento aplicado, el cuestionario. La población estuvo constituida por 768 estudiantes y la muestra seleccionada fueron 133 estudiantes de 5° de secundaria. Los resultados indican que el 45.9% se ubicó en el nivel Medio, mientras que el 33.1% alcanzó el nivel Bajo. En las dimensiones del aprendizaje autorregulado, las estudiantes obtuvieron un nivel Bajo en las dimensiones planificación, evaluación y contexto, mientras que en motivación y cognición se ubicaron en el nivel Medio. Concluyendo, la necesidad de intervención mediante una propuesta de programa del ABPr para que las estudiantes logren mejorar el aprendizaje autorregulado y gestionar su autonomía y eficacia.

  ABSTRACTSelf-regulated learning allows students to activate their cognitive processes for the development of capacities that require regular emotions, knowledge and academic behaviors, to acquire new knowledge. This study proposes a PBL program design, to improve self-regulated learning in high school students of a educational institution. The applied methodology is based on a positivist paradigm, of a descriptive nature, with a quantitative approach and non-experimental design. The data collection technique is the survey and the instrument applied, the questionnaire. The population consisted of 768 students and the selected sample was 133 students from 5th grade secondary. The results indicate that 45.9% were located at the Medium level, while 33.1% reached the Low level. In the dimensions of self-regulated learning, the students obtained a low level in the dimensions planning, evaluation and context, while in motivation and cognition were located at the Medium level. Concluding, the need to intervention through a PBL program proposal so that the students manage to improve self-regulated learning and manage their autonomy and efficiency.

• English

  Self-regulated learning allows students to activate their cognitive processes for the development of skills that require regulating emotions, knowledge and academic behaviors, in order to acquire new knowledge. This study proposes an ABPr program design to improve self-regulated learning in high school students of an educational institution. The methodology applied is based on a positivist paradigm, descriptive in nature, with a quantitative approach and non-experimental design. The data collection technique was the survey and the instrument applied was the questionnaire. The population consisted of 768 students and the selected sample consisted of 133 students in 5th grade of secondary school. The results indicate that 45.9% were at the Medium level, while 33.1% reached the Low level. In the dimensions of self-regulated learning, the students obtained a Low level in the dimensions of planning, evaluation and context, while in motivation and cognition they were at the Medium level. In conclusion, the need for intervention through an ABPr program proposal for students to improve self-regulated learning and manage their autonomy and efficacy.