Trastorno por déficit de atención e hiperactividad y su relación con los logros de aprendizaje en estudiantes de primer grado de primaria de la IEPSM N° 601486 Alexander Von Humboldt 2022

• Autor: Rojas Arbildo, Karen Katherine
• Formato: tesis de grado
• Fecha de Publicación: 2023
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/9558
• Enlace del recurso: https://hdl.handle.net/20.500.12737/9558
• Nivel de acceso: acceso abierto
• Materia: Trastorno por déficit de atención con hiperactividad; Aprendizaje; Estudiante de primaria; https://purl.org/pe-repo/ocde/ford#5.01.03

Objective: The aim of this study was to determine the relation between the attention deficit disorder and hyperactivity and the learning attainment in the in students of the second grade of elementary school of the IEPSM N° 601486 “Alexander Von Humboldt”, in the year 2022. Materials and methods: It was applied adhd scale to 100 children’s, previous validation for experts. The study was descriptive – relational and the design was not experimental. It was observed the result V of Cramer between TDAH, and Mathematic learning achievement was 0,727; p=0,000; The result V of Cramer between TDAH and Communication learning achievement was 0,576; p=0,000; The result V of Cramer between TDAH and Social Person learning achievement was 0,576; p=0,000; The result V of Cramer between TDAH and Science and Technology learning achievement was 0,329; p=0,027. Conclusion: There is an association moderate positive significant relationship between TDAH and learning achievement in Mathematics, Communication, Social Person and Science and Technology there is a moderate association. The presence of attention deficit disorder and hyperactivity in the in students does not allow expected learning attainment in area the mathematics, communication and social personnel