Abstract

ARMIJOS SACA, Rubén Antonio. Relationship between attention and learning evaluation in primary school students. Revista InveCom [online]. 2024, vol.4, n.2, e040224.  Epub June 18, 2024. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.10563015.

This research aims to determine the possible relationship between attention and evaluation in the educational context. The research design was cross-sectional, descriptive and correlational with a significant sample of 106 students, whose attention was assessed using the Toulouse Test, which is used to assess executive function; The instrument had a reliability of 0.85. To test the hypothesis formulated, the chi-square calculation with a significance level of 0.05 was used. The results show the existence of a relationship between a student's attention and the academic performance analyzed through the evaluation. The main results were that the level of care decreased was 18.9%, while the good quality of care was 73.6%; On the other hand, the attention deficit is 7.5%. On the other hand, the average in the learning assessment was: deficient 3.8%, fair 17.0%, satisfactory 49.1% and outstanding 30.2%. For this reason, it can be defined that attention has a significant influence on the increase in ratings in the group under investigation.

Keywords : teacher competence; learning; pedagogical practice; teacher evaluation.

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