PROCESO DE EVALUACIÓN PSICOLÓGICA APLICADO A LOS/AS ESTUDIANTES CON BAJO DESEMPEÑO ACADÉMICO EN LA ESCUELA DE EDUCACIÓN BÁSICA MINERVA 2016- 2017
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2017-03
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente trabajo de sistematización de experiencias prácticas de investigación tomó como insumo lo realizado en las Prácticas Pre Profesionales en la Escuela de Educación Básica Minerva, ubicada al norte de la ciudad de Guayaquil en la parroquia Tarqui, en el periodo comprendido entre el 20 de julio al 9 de diciembre de 2016. La práctica dio inicio con el mapeo interno y externo, familiarización y observación guiada;después se elaboró el plan de intervención para abordar la evidencia problemática: el bajo desempeño académico en los estudiantes de 5to y 6to año de educación básica. Se procedió a hacer la evaluación psicológica de los estudiantes. Los instrumentos aplicados: Bender, Raven, Tale, Goodenough, reporte de calificaciones,cuestionarios; técnicas: observación, entrevistas a padres, docentes y autoridades. La metodología utilizada fue de tipo cualitativa-cuantitativa, realizamos una investigación correlacional, de tipo descriptivo y explicativo; la muestra fue de seis estudiantes que presentaron colaboración y predisposición durante todo el proceso pedagógico. Los resultados obtenidos: el bajo desempeño académico de los estudiantes no estaba relacionado con problemas de aprendizaje sino con la falta de motivación dentro del aula de clases e inadecuada metodología de los docentes. Posteriormente se planificódos proyectos y un taller, se realizó intervención pedagógica e implementación de una correcta metodología de los docentes al impartir clases.
The present work of systematization of practical experiences of investigation took as input what was done in the Pre-Professional Practices in the School of Basic Education Minerva, located north of the city of Guayaquil in the Tarqui parish, in the period between July 20 to December 9, 2016. The practice began with internal and external mapping, familiarization and guided observation, then developed the intervention plan to address the problematic evidence: poor academic performance in students of 5th and 6th year of education basic We proceeded to make the psychological evaluation of the students. Applied instruments: Bender, Raven, Tale, Goodenough, report cards, questionnaires; techniques: observation, interviews with parents, teachers and authorities. The methodology used was qualitative-quantitative, we conducted a correlational investigation, descriptive and explanatory; the sample was of six students who presented collaboration and predisposition throughout the pedagogical process. The results obtained: the low academic performance of the students was not related to learning problems but to the lack of motivation within the classroom and inadequate methodology of the teachers. Subsequently, projects and a workshop were planned, pedagogical intervention was carried out and the correct methodology of the teachers was implemented when teaching.
The present work of systematization of practical experiences of investigation took as input what was done in the Pre-Professional Practices in the School of Basic Education Minerva, located north of the city of Guayaquil in the Tarqui parish, in the period between July 20 to December 9, 2016. The practice began with internal and external mapping, familiarization and guided observation, then developed the intervention plan to address the problematic evidence: poor academic performance in students of 5th and 6th year of education basic We proceeded to make the psychological evaluation of the students. Applied instruments: Bender, Raven, Tale, Goodenough, report cards, questionnaires; techniques: observation, interviews with parents, teachers and authorities. The methodology used was qualitative-quantitative, we conducted a correlational investigation, descriptive and explanatory; the sample was of six students who presented collaboration and predisposition throughout the pedagogical process. The results obtained: the low academic performance of the students was not related to learning problems but to the lack of motivation within the classroom and inadequate methodology of the teachers. Subsequently, projects and a workshop were planned, pedagogical intervention was carried out and the correct methodology of the teachers was implemented when teaching.
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Evaluación psicológica, desempeño académico, problemas de aprendizaje, metodológica inadecuada, motivación