Validación de un cuestionario para la evaluación de conocimientos sobre dificultades en el lenguaje en docentes del nivel inicial
Date
2024-01-19
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Publisher
Pontificia Universidad Católica del Perú
Abstract
La presente investigación titulada Validación de un cuestionario para la evaluación de
conocimientos sobre dificultades en el lenguaje en docentes del nivel inicial, es un estudio
realizado bajo un enfoque cuantitativo de tipo descriptivo, tiene como objetivo determinar el nivel
de conocimiento de dificultades en el lenguaje en cuarenta y cuatro (44) docentes del nivel inicial
que formaron parte de la muestra, a partir del análisis de la variable conocimiento sobre
dificultades en el lenguaje. Para el proceso de medición se crea el Cuestionario sobre dificultades
en el lenguaje en docentes de nivel inicial. Los resultados comprueban la validez de contenido del
cuestionario de dificultades en el lenguaje para docentes de nivel inicial, mediante el método de
juicio de expertos. A partir de la prueba de correlación de Pearson, se obtuvo evidencia
significativa respecto a la validez de constructo de las dimensiones del cuestionario relacionado
con las dificultades del lenguaje. Por medio de esta investigación se llega a la conclusión que las
docentes de nivel inicial presentan un nivel medio predominante en sus conocimientos sobre la
dimensión Pautas evolutivas en niños de 3 a 5 años y dificultades en el lenguaje.
The current investigation entitled "Questionnaire validation for the evaluation of knowledge about the language difficulties at preschool teachers", is a study about a quantitative approach of descriptive type, it has as objective to determine the level of knowledge of language difficulties in forty-four (44) preschool teachers, part of our sampling, based on the analysis of the variable knowledge about language difficulties. For the measurement process, the "Questionnaire on language difficulties in preschool teachers" was created. The results verify thecontent validity of the language difficulties questionnaire for preschool teachers, through the expert judgment method. From the Pearson confirmation test, significant evidence was obtained regarding the construct validity of the dimensions of the questionnaire related to language difficulties. Through this research, it was concluded that preschool teachers present a predominantaverage level in their knowledge about the Developmental Guidelines dimension in children fromthree (3) to five (5) years old and language difficulties.
The current investigation entitled "Questionnaire validation for the evaluation of knowledge about the language difficulties at preschool teachers", is a study about a quantitative approach of descriptive type, it has as objective to determine the level of knowledge of language difficulties in forty-four (44) preschool teachers, part of our sampling, based on the analysis of the variable knowledge about language difficulties. For the measurement process, the "Questionnaire on language difficulties in preschool teachers" was created. The results verify thecontent validity of the language difficulties questionnaire for preschool teachers, through the expert judgment method. From the Pearson confirmation test, significant evidence was obtained regarding the construct validity of the dimensions of the questionnaire related to language difficulties. Through this research, it was concluded that preschool teachers present a predominantaverage level in their knowledge about the Developmental Guidelines dimension in children fromthree (3) to five (5) years old and language difficulties.
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Keywords
Personal docente--Evaluación, Trastornos del habla en niños, Educación preescolar--Investigaciones, Mediciones y pruebas educativas
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