This article deals with the effect of the Harmonic Mind Maps (HMM) in the comprehension of narrative texts of university students. To achieve this purpose, a quasi-experimental research was carried out within the quantitative approach. From a population of 1500 students belonging to the I Semester of university, a sample of 83 students was taken, and they were divided into two groups: one of control (43) and the other one experimental (40). For the collection of data, adaptations of the PISA Test, 2015 were used. After the application of the HMM, it is concluded that its use positively influences the comprehension of narrative texts.

This article deals with the effect of the Harmonic Mind Maps (HMM) in the comprehension of narrative texts of university students. To achieve this purpose, a quasi-experimental research was carried out within the quantitative approach. From a population of 1500 students belonging to the I Semester of university, a sample of 83 students was taken, and they were divided into two groups: one of control (43) and the other one experimental (40). For the collection of data, adaptations of the PISA Test, 2015 were used. After the application of the HMM, it is concluded that its use positively influences the comprehension of narrative texts.

This article deals with the effect of the Harmonic Mind Maps (HMM) in the comprehension of narrative texts of university students. To achieve this purpose, a quasi-experimental research was carried out within the quantitative approach. From a population of 1500 students belonging to the I Semester of university, a sample of 83 students was taken, and they were divided into two groups: one of control (43) and the other one experimental (40). For the collection of data, adaptations of the PISA Test, 2015 were used. After the application of the HMM, it is concluded that its use positively influences the comprehension of narrative texts.

The purpose of the study was to compare the anxiety levels of fifth-year high school students from two private educational institutions. The study is of a quantitative approach, type of substantive study, comparative descriptive level and non-experimental cross-sectional design, the population consisted of 400 students from two private schools, the reference students are in the fifth year of secondary school. The instrument used was the Test Anxiety Problem Assessment Questionnaire (CAEX). Questionnaire specifically developed to collect the variety of motor, verbal, cognitive or physiological responses that usually accompany these problems, together with the most frequent type of examinations. As a consequence of the study, we can conclude according to the value of the Mann Whitney U statistic with p value <0.05, it indicates that there are significant differences in the anxiety level...

In this study, the learning processes of the concepts of the probability topic are based on the use and simulation of the micro world tools by the learning actors, who demonstrated creativity, selection of the objects visible in the interface, and the introduction of basic programming principles associated with the topic in question. For the development of the study, we proceeded by the experimental design of a pre-experimental type of an intact group made up of 50 students from the 5th academic semester of the Professional School of Education of a Public University. The data were collected by an academic test before and after the experimentation, to later be processed and analyzed through the Student's t-statistic expression for related samples, reaching the following conclusion. The experimentation with micro worlds as active learning strategies based on the theory of constructionism, ...

The objective of this research was to determine the predominant learning strategy that is related to the development of the autonomy of students belonging to the seventh semester from a public educational institution in Lima. It was developed as a substantive research and with a quantitative approach. Its design was non-experimental and cross-sectional-correlational. The population consisted of 171 students, to whom two questionnaires were applied. The results showed that the information coding strategy has more weight on the development of the autonomy of the students in question. Likewise, it is a risk strategy that means that a student who does not manage it, he will always present low levels of autonomous learning.

Esta investigación tuvo como objetivo determinar la estrategia de aprendizaje predominante que se relaciona con el desarrollo de la autonomía de los estudiantes del VII ciclo de una institución educativa pública de Lima. Se desarrolló bajo el tipo sustantivo enmarcado y el enfoque cuantitativo. Su diseño fue no experimental y transversal correlacional. La población estuvo conformada por 171 estudiantes, a quienes se les aplicó dos cuestionarios. Los resultados demostraron que la estrategia de codificación de información ejerce mayor peso en el desarrollo de la autonomía de los estudiantes en cuestión. Así también, es una estrategia de riesgo que significa que un estudiante que no la maneje presentará siempre bajos niveles de aprendizaje autónomo.

The purpose of this research was to determine the relationship between knowledge management and information and communication technologies (ICTs), based on the quantitative approach and the deductive hypothetical method, with a basic type of research. The executed research design was non-experimental. The survey technique was used and two instruments applied to knowledge management and ICTs were developed as instruments, with the reliability values ​​of 0.929 and 0.869 respectively. The results of the investigation determined that there is a direct relationship between knowledge management and ICTs with a value of 830 for the Spearman correlation coefficient, confirming that there is a significant relationship between both variables in a sample of 154 students. It was concluded that there is a relationship between knowledge management and information and communication technologies am...

The purpose of this research was to determine the relationship between knowledge management and information and communication technologies (ICTs), based on the quantitative approach and the deductive hypothetical method, with a basic type of research. The executed research design was non-experimental. The survey technique was used and two instruments applied to knowledge management and ICTs were developed as instruments, with the reliability values ​​of 0.929 and 0.869 respectively. The results of the investigation determined that there is a direct relationship between knowledge management and ICTs with a value of 830 for the Spearman correlation coefficient, confirming that there is a significant relationship between both variables in a sample of 154 students. It was concluded that there is a relationship between knowledge management and information and communication technologies am...

The current work began with the observation of the needs of high school students and their constant concern for the level of their development in communication skills according to the social standards of their context. Two instruments were used: The Sternberg (adapted) questionnaire (STAT), which evaluates the successful intelligence of students, where systematized quantitative information is collected as well as the teacher’s observation card to the student, for the qualitative information of the three categories of communication skills. The design is of a mixed type. Several reference works were considered in order to contrast and triangulate according to experts’ opinions.

The objective of the present study was to determine the incidence of university students’ emotional style on the dimensions of academic goals (academic goals, learning goals, achievement goals and social reinforcement goals). For this study, 780 students of the fifth and sixth cycle of the Health Sciences School at a private university in Lima were chosen. In this quantitative study, of a substantive type, and a causal correlational cross-sectional non-experimental design, The Emotional Style Questionnaire (ESQ) was administered and for academic goals the questionnaire of the same name (CMA). The results evidenced the significant incidence of emotional style in the academic goals of university students with 72.1%; because the reason of plausibility of the logistic model (p<0.05) fits well with the data (Deviation with p<0.05).