Browsing by Author "Bojorque, Gina"

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Ambiente de aprendizaje en el hogar, instrucción materna y desempeño numérico temprano
(Universidad de Cuenca, 2017) Bojorque, Gina; Cabrera, Patricio
Even before the start of formal schooling, there are large individual differences in children’s numerical performance, however, the knowledge about the mechanisms through which young children develop numerical abilities is limited. Certain contextual characteristics surrounding the children, including the home learning environment and the mother’s education, have been associated with children’s numerical performance. Research on this topic has been conducted mostly in developed countries, which makes the generality of those findings for developing countries, an open question. The aim of the present study was to examine the relations between the home learning environment and the mother’s education and the numerical abilities of first-grade children. A total of 176 cuencano children from public and private schools participated in the study. The results indicate that certain characteristics of the home environment, such as the numerical and literacy activities that parents perform with their children, are not related to the numerical performance of the children. However, the number of books for children available in the home is predictively related to their numerical performance. Similarly, the level of maternal education has a predictive relationship with children´s numerical performance.
Variables personales relacionadas con el rendimiento académico
(Universidad de Cuenca, 2016-12) Bojorque, Gina; Bojorque, Vilma; Dávalos, Juana
The present study examined to what extend some personal variables such as intelligence, attention, self-concept, and anxiety, predict four-grade children´s academic achievement. A total of 410 children form 14 public schools of the city of Cuenca were subjected to a series of tests focusing on intelligence (WISC), attention (D2), self-concept (Piers-Harris), and anxiety (Spence). Results revealed that children´s levels of self-concept and anxiety were normal; however, their level of intelligence was normal-low and their level of attention was extremely low. Second, it was found that all the mentioned variables predicted children´s academic achievement, with intelligence possessing the highest predicting validity. Finally, gender differences were consistently found in all the variables, indicating that girls obtained higher scores of intelligence, attention, and self-concept, as well as higher levels of anxiety. The results of this study point to the need of implementing educational interventions aimed at stimulating the development of personal variables, including intelligence, to increase children´s academic achievement, particularly for those students at risk of academic failure.