Aprendizaje Basado en Problemas para gestionar responsablemente los recursos económicos en 5to grado de primaria
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Date
2026-04-29
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El estudio tuvo como propósito comprobar la eficacia del Aprendizaje
Basado en Problemas (ABP) en el incremento del nivel de logro de la
“Gestión responsable de los recursos económicos” en estudiantes del
quinto grado de educación primaria de una institución educativa pública
del distrito de Chorrillos. Se desarrolló bajo un enfoque cuantitativo, de
tipo aplicado y con diseño preexperimental de un solo grupo, aplicando
un pretest y un postest a una muestra de 26 estudiantes. Se utilizó la
técnica de la encuesta y como instrumento un cuestionario estandarizado
denominado “Economía en mis manos”, validado mediante juicio de
expertos y con una confiabilidad de α = 0,75. Los resultados, analizados
con la prueba de rangos con signos de Wilcoxon, evidenciaron diferencias
significativas entre el pretest y el postest en la competencia general (z =
3,97; p < 0,01), y en sus dimensiones de comprensión de relaciones
económicas (z = 4,38; p < 0,01) y toma de decisiones financieras (z = 2,53;
p < 0,05). Se concluye que la metodología del ABP es eficaz para fortalecer
la educación económica y financiera en el nivel primario.
The study aimed to verify the effectiveness of the Problem-Based Learning (PBL) methodology in increasing the achievement level of the competence “Manages economic resources responsibly” among fifth-grade students from a public elementary school in the district of Chorrillos, Lima. The research employed a quantitative approach, applied type, and a preexperimental one-group pretest–posttest design, with a sample of 26 students. The survey technique was used, and the instrument applied was the standardized questionnaire “Economía en mis manos”, validated through expert judgment and demonstrating a reliability coefficient of α = 0.75. Data were analyzed using the Wilcoxon signed-rank test, revealing statistically significant differences between pretest and posttest scores for the general competence (z = 3.97; p < 0.01) and for the dimensions of understanding economic and financial relations (z = 4.38; p < 0.01) and financial decision-making (z = 2.53; p < 0.05). It is concluded that the PBL methodology is effective in strengthening economic and financial education among primary school students
The study aimed to verify the effectiveness of the Problem-Based Learning (PBL) methodology in increasing the achievement level of the competence “Manages economic resources responsibly” among fifth-grade students from a public elementary school in the district of Chorrillos, Lima. The research employed a quantitative approach, applied type, and a preexperimental one-group pretest–posttest design, with a sample of 26 students. The survey technique was used, and the instrument applied was the standardized questionnaire “Economía en mis manos”, validated through expert judgment and demonstrating a reliability coefficient of α = 0.75. Data were analyzed using the Wilcoxon signed-rank test, revealing statistically significant differences between pretest and posttest scores for the general competence (z = 3.97; p < 0.01) and for the dimensions of understanding economic and financial relations (z = 4.38; p < 0.01) and financial decision-making (z = 2.53; p < 0.05). It is concluded that the PBL methodology is effective in strengthening economic and financial education among primary school students
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