Programa de intervención para disminuir la deserción escolar en niños del quinto ciclo de la Institución Educativa N° 60278 San Pedro de Palo Seco, Ramón Castilla 2025

• Autor: Carihuasari Yaricahua, Juanita
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/12799
• Enlace del recurso: https://hdl.handle.net/20.500.12737/12799
• Nivel de acceso: acceso abierto
• Materia: Ausentismo; Intervención; Solucion; https://purl.org/pe-repo/ocde/ford#5.03.01

This mixed-methods, quasi-experimental study aimed to evaluate the effectiveness of a pedagogical intervention program in reducing school dropout rates among fifth-grade students at Educational Institution No. 60278 San Pedro de Palo Seco, Ramón Castilla, during 2024. The problem centered on high rates of absenteeism and school abandonment. The study population consisted of 41 students, divided into an experimental group (fifth grade, n=18) that received the program, and a control group (sixth grade, n=23) that did not. Data collection techniques included observation, document analysis, surveys, and interviews. Data processing involved coding, transcription, and tabulation, while analysis was performed using descriptive and inferential statistics (Student's t-test) and qualitative content analysis. Before the intervention, 82.9% of the 41 students in the sample were found to be absent. This multifactorial and persistent problem in the Peruvian education system is related to socioeconomic factors and educational management. After the program was implemented, a drastic reduction in the absenteeism rate was observed. Post intervention results revealed that 87.8% of the students no longer had absences, demonstrating the program's high effectiveness. The correlation analysis between pre- and post-intervention absenteeism, using Kendall's Tau-b coefficient, yielded a value of 0.169 and a significance level of 0.285. This result indicates that there is no statistically significant relationship between initial and subsequent absenteeism. The lack of correlation reinforces the conclusion that the intervention, and not an inherent tendency among the students, was the determining factor in the observed improvement. In conclusion, the intervention program was successful in reducing school absenteeism, validating a practical and contextualized solution.