Impacto de las estrategias de atención y concentración en el desempeño de los estudiantes de educación básica

Ingrid Angélica Sesme Rivas; Nivia Rossana Peñafiel Franco; Ángela Lorena Saltos Peñafiel; Merlyn Lizbeth Villamar Pacheco; Mónica Elvira Villamar Pacheco; Edison David López Aviles

doi:10.70625/rlce/701

Authors

Ingrid Angélica Sesme Rivas Universidad Bolivariana del Ecuador Author
Nivia Rossana Peñafiel Franco Universidad Panamericana de Nicaragua Author
Ángela Lorena Saltos Peñafiel Universidad Bolivariana del Ecuador Author
Merlyn Lizbeth Villamar Pacheco Universidad Metropolitana Author
Mónica Elvira Villamar Pacheco University of Guayaquil Author
Edison David López Aviles Universidad Bolivariana del Ecuador Author

DOI:

https://doi.org/10.70625/rlce/701

Keywords:

Atención, Concentración, Desempeño académico, Estrategias de aprendizaje

Abstract

El presente estudio tuvo como objetivo analizar el impacto de las estrategias de atención y concentración en el desempeño académico de los estudiantes de educación básica elemental de una Unidad Educativa Fiscal de la ciudad de Guayaquil. Se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por estudiantes de educación básica elemental, de la cual se obtuvo una muestra de 73 participantes mediante muestreo probabilístico aleatorio. La técnica utilizada fue la observación a través de una guía de observación. Los resultados evidenciaron una tendencia mayoritariamente favorable en ambas variables, destacando que los estudiantes que aplicaron estrategias de atención y concentración presentaron mejores niveles de comprensión, participación y cumplimiento de tareas escolares. Asimismo, se identificó que la atención sostenida influye positivamente en el rendimiento académico. Se concluye que las estrategias de atención y concentración tienen un impacto significativo en el desempeño académico de los estudiantes, por lo que su fortalecimiento en el aula resulta fundamental para mejorar los procesos de enseñanza-aprendizaje en educación básica elemental.

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