Maestría en Gerencia de Proyectos Educativos y Sociales
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Browsing Maestría en Gerencia de Proyectos Educativos y Sociales by Subject "FACTORES SOCIOECONÓMICOS"
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- ItemFactores socio-económicos familiares y su incidencia en el aprovechamiento de los estudiantes, del colegio “Roberto Alfredo Arregui” del cantón Guaranda, provincia Bolívar, durante el año lectivo 2010 - 2011.(Universidad Estatal de Bolívar, Departamento de Postgrado, 2012) Núñez Aguilar, Manuel Ponceano; Silva Cácerez, MagnoThis scientific research: Socio-economic, family and their impact on student achievement, the College "Roberto Alfredo Arregui" Guaranda Canton, Bolívar Province, during the academic year 2010 - 2011, reveals the conditional imperatives Auditor own educational process of metacognitive training defectible exempting an effective use evidenced in the results of learning are social indicators, economic characterized from family problems. The experience of transition in the level shown with learning difficulties and therefore performance is experienced as a failure and vital training. In this process are intertwined feelings of worthlessness, dissatisfaction, impotence. The frustrations impact on students, in different ways, according to the links with the family, the reference group and the institution itself. This enabled promote goals-disciplinary training that contributed to evidence from the empirical application of instrumentation, building bibliographic argumentative positioning, design and development of innovative strategies, creative imperative, from diagnosis revealed in the socio-economic influence student achievement in students, also allowed the vision to recognize students who continue their studies with regard to the desertion of his comrades. The results obtained in this work, in general, announced that the students use this system come mostly from low income families under economic and cultural capital, also the largest number occurs during impaired metacognitive whole training process discipline, being the main cause disapproval of the socio-economic and family, it was necessary to generate a proposal to internalize from government support, through loans at low interest, subsidies for inputs agriculture to serve as a palliative to the socio-economic plight of farmers, family members of students. The same is generated from a plan leading variables that described each problem, to describe proceeded to randomly select each of the courses to students in the sample were taken directly from the statistical records of existing inspection at the College investigated and the measurement was taken from the department secretary. Then, there was an interpretative explanation of the correlation data obtained to be finally, define the proposed feedback as an alternative to improve the academic achievement of students of the College "Roberto Alfredo Arregui." For the logical and systematic process was necessary to go to the inability of the scientific method, which frames a positivist and neo-positivist position in its general context and as non-experimental research, been based on a multimodal approach, due to its qualitative and quantitative reasoning along the indagative process. From the analysis and interpretation of results of empirical instruments was possible to reveal that parents are engaged in agriculture and its average economic swings in a range between $ 150 to $ 300, identifying a population in poverty, because this the poor school performance, is also noted that a significant weighting of students live under the protection of both parents, the academic level of their parents recognize the primary uniquely incomplete in their power system, it recognizes a diet of 3 meals a day free of food nutrients required and necessary to enable it to achieve optimum performance in school, family problems generated from within their homes limits the generation of socio-emotional and ethical issues that have characterized a deflectable school performance. The evidence revealed from indicative process is encouraging to recognize that change strategies promote cognitive and affective spaces in generating volitional intentionality of qualitative promote the development of cognitive structures that revalue the learning context for students and internalization in the make-live their parents or family pairs.