Gestión motivacional y logro de competencias en estudiantes de una institución educativa, Chimbote-Perú
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La gestión motivacional en Perú enfrenta retos significativos que requieren una atención cuidadosa y medidas específicas para promover un entorno educativo más estimulante y efectivo. Por ello, el estudio tuvo como objetivo, relacionar la gestión motivacional y el logro de las competencias de Ciencia y Tecnología en estudiantes de una institución educativa de Chimbote. El tipo de estudio descriptivo, con diseño no experimental, transversal, de análisis correlacional. El muestro fue probabilístico estratificado constituido por 97 estudiantes de cuarto año. Se usó como técnica la encuesta y la observación, los instrumentos fueron dos cuestionarios para evaluar la "Gestión motivacional" y el "Logro de competencias en Ciencia y tecnología". Como resultados se obtuvo que la gestión motivacional es percibida como buena por el 53% de estudiantes y a la vez el logro de las competencias se halló en inicio en el 52% de estudiantes estableciendo que existe una relación directa (x2= 6.471) y significativa (p-valor 0,000 < 0,05) entre la gestión motivacional y el logro de las competencias del área de Ciencia y Tecnología. Se concluye destacando las implicaciones para la práctica educativa, como la necesidad de desarrollar estrategias pedagógicas que impulsen y refuercen la motivación de los alumnos como un factor crucial para su éxito académico.
Motivational management in Peru faces significant challenges that require careful attention and specific measures to promote a more stimulating and effective educational environment. Therefore, the study aimed to relate motivational management and the achievement of Science and Technology competencies in students of an educational institution in Chimbote. The type of study was descriptive, with a non-experimental, cross-sectional, correlational analysis design. The sample was stratified probabilistic and consisted of 97 fourth-year students. Survey and observation were used as techniques, and the instruments were two questionnaires to evaluate "Motivational management" and "Achievement of competencies in science and technology". As a result, it was found that motivational management is perceived as good by 53% of students, and simultaneously, the achievement of the competencies was found at the beginning in 52% of students. This establishes that there is a direct (x2= 6.471) and significant (p-value 0.000 < 0.05) relationship between motivational management and the achievement of competencies in the area of Science and Technology. We conclude by highlighting the implications for educational practice, such as the need to develop pedagogical strategies that boost and reinforce students' motivation as a crucial factor for their academic success.
Motivational management in Peru faces significant challenges that require careful attention and specific measures to promote a more stimulating and effective educational environment. Therefore, the study aimed to relate motivational management and the achievement of Science and Technology competencies in students of an educational institution in Chimbote. The type of study was descriptive, with a non-experimental, cross-sectional, correlational analysis design. The sample was stratified probabilistic and consisted of 97 fourth-year students. Survey and observation were used as techniques, and the instruments were two questionnaires to evaluate "Motivational management" and "Achievement of competencies in science and technology". As a result, it was found that motivational management is perceived as good by 53% of students, and simultaneously, the achievement of the competencies was found at the beginning in 52% of students. This establishes that there is a direct (x2= 6.471) and significant (p-value 0.000 < 0.05) relationship between motivational management and the achievement of competencies in the area of Science and Technology. We conclude by highlighting the implications for educational practice, such as the need to develop pedagogical strategies that boost and reinforce students' motivation as a crucial factor for their academic success.
Description
Vol. 7, No. 31