Tejido en telar para el aprendizaje de transformaciones geométricas en estudiantes de la Institución Educativa “Clara Castillo de Gayozzo”- Huanta, 2025
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2026-07-10
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La investigación tuvo como objetivo determinar la influencia del tejido en telar en el aprendizaje de las transformaciones geométricas (traslación, rotación y simetría) en 27 estudiantes del quinto grado “U” de la Institución Educativa “Clara Castillo de Gayozzo”, Huanta, durante el año 2025. Se empleó un enfoque cuantitativo, de nivel explicativo y diseño preexperimental con pre test y post test, utilizando una ficha de observación como instrumento.
Los resultados evidenciaron mejoras en el aprendizaje de las transformaciones geométricas. En el pre test, el 81,5 % de los estudiantes se encontraba en el nivel “En inicio”; mientras que, en el post test, este porcentaje disminuyó a 55,6 %, incrementándose los niveles “En proceso”, “Logro previsto” y “Logro destacado”. Asimismo, la media general aumentó de 33,67 a 54,85 puntos. Las dimensiones de rotación y simetría presentaron mayores avances, con incrementos en sus medias de 9,81 a 18,07 y de 13,19 a 22,30, respectivamente. La prueba de Wilcoxon confirmó diferencias estadísticamente significativas (p < 0,05), rechazándose la hipótesis nula. Se concluye que el tejido en telar influye significativamente en el aprendizaje de las transformaciones geométricas, al constituirse como un recurso pedagógico contextualizado desde los saberes ancestrales.
The objective of this research was to determine the influence of loom weaving on the learning of geometric transformations (translation, rotation, and symmetry) among 27 fifth-grade “U” students from the “Clara Castillo de Gayozzo” Educational Institution in Huanta during the year 2025. A quantitative approach was applied, with an explanatory level and a pre-experimental design using pre-test and post-test assessments, employing an observation checklist as the research instrument. The results showed improvements in the learning of geometric transformations. In the pre-test, 81.5% of the students were at the “Beginning” level; however, in the post-test, this percentage decreased to 55.6%, while the levels of “In Progress,” “Expected Achievement,” and “Outstanding Achievement” increased. Likewise, the overall mean score increased from 33.67 to 54.85 points. The dimensions of rotation and symmetry showed the greatest progress, with mean scores increasing from 9.81 to 18.07 and from 13.19 to 22.30, respectively. The Wilcoxon signed-rank test confirmed statistically significant differences (p < 0.05), leading to the rejection of the null hypothesis. It is concluded that loom weaving significantly influences the learning of geometric transformations, as it constitutes a pedagogical resource contextualized through ancestral knowledge.
Kay maskaypa yuyaynin karqa awana telar nisqam yachachiynin imayna yanapananta geométricas tikraykunata (traslación, rotación, simetría) yachakuypi, Huanta llaqtapi “Clara Castillo de Gayozzo” yachay wasipi iskay waranqa iskay chunka pichqayuq watapi, pichqa ñiqi “U” nisqapi iskay chunka qanchisniyuq yachaqkunapi. Kay maskayqa rurakurqa yupaychanapaq metodo nisqanwan, sutinchay nivelwan hinaspa preexperimental diseñowan, pretest chaymanta posttest rurakuspa, qhawariy qillqana fichata instrumento hina llamkachispa. Tarikusqakuna rikuchirqan allin wiñayta geométricas tikraykuna yachakuypi. Pretest nisqapi 81.5 % yachaqkuna “Qallariypi” nisqapi kasharqanku; ichaqa posttest nisqapi kay yupayqa 55.6 %man uraykurqan, chaykamataq “Ruwasqapi”, “Suyasqa taripay” hinaspa “Hatun taripay” nisqakuna yapakurqan. Hinallataq, llapa puntuypa chawpi yupaynin 33.67manta 54.85man wicharqan. Rotación hinaspa simetría dimensiones nisqakunapi aswan hatun wiñay rikurirqan, chawpi yupayninkuna 9.81manta 18.07man hinaspa 13.19manta 22.30man wicharispa. Wilcoxon sutiyuq prueba nisqan rikuchirqan estadísticamente significativu hukniraykunata (p < 0.05), chayrayku hipótesis nula nisqa mana chaskisqachu karqan. Tukuyta nispa, awana telarqa ancha yanapan geométricas tikraykuna yachakuyta, ñawpaq machukunapa yachayninkunawan tupachisqa yachachiy recurso kasqanrayku.
The objective of this research was to determine the influence of loom weaving on the learning of geometric transformations (translation, rotation, and symmetry) among 27 fifth-grade “U” students from the “Clara Castillo de Gayozzo” Educational Institution in Huanta during the year 2025. A quantitative approach was applied, with an explanatory level and a pre-experimental design using pre-test and post-test assessments, employing an observation checklist as the research instrument. The results showed improvements in the learning of geometric transformations. In the pre-test, 81.5% of the students were at the “Beginning” level; however, in the post-test, this percentage decreased to 55.6%, while the levels of “In Progress,” “Expected Achievement,” and “Outstanding Achievement” increased. Likewise, the overall mean score increased from 33.67 to 54.85 points. The dimensions of rotation and symmetry showed the greatest progress, with mean scores increasing from 9.81 to 18.07 and from 13.19 to 22.30, respectively. The Wilcoxon signed-rank test confirmed statistically significant differences (p < 0.05), leading to the rejection of the null hypothesis. It is concluded that loom weaving significantly influences the learning of geometric transformations, as it constitutes a pedagogical resource contextualized through ancestral knowledge.
Kay maskaypa yuyaynin karqa awana telar nisqam yachachiynin imayna yanapananta geométricas tikraykunata (traslación, rotación, simetría) yachakuypi, Huanta llaqtapi “Clara Castillo de Gayozzo” yachay wasipi iskay waranqa iskay chunka pichqayuq watapi, pichqa ñiqi “U” nisqapi iskay chunka qanchisniyuq yachaqkunapi. Kay maskayqa rurakurqa yupaychanapaq metodo nisqanwan, sutinchay nivelwan hinaspa preexperimental diseñowan, pretest chaymanta posttest rurakuspa, qhawariy qillqana fichata instrumento hina llamkachispa. Tarikusqakuna rikuchirqan allin wiñayta geométricas tikraykuna yachakuypi. Pretest nisqapi 81.5 % yachaqkuna “Qallariypi” nisqapi kasharqanku; ichaqa posttest nisqapi kay yupayqa 55.6 %man uraykurqan, chaykamataq “Ruwasqapi”, “Suyasqa taripay” hinaspa “Hatun taripay” nisqakuna yapakurqan. Hinallataq, llapa puntuypa chawpi yupaynin 33.67manta 54.85man wicharqan. Rotación hinaspa simetría dimensiones nisqakunapi aswan hatun wiñay rikurirqan, chawpi yupayninkuna 9.81manta 18.07man hinaspa 13.19manta 22.30man wicharispa. Wilcoxon sutiyuq prueba nisqan rikuchirqan estadísticamente significativu hukniraykunata (p < 0.05), chayrayku hipótesis nula nisqa mana chaskisqachu karqan. Tukuyta nispa, awana telarqa ancha yanapan geométricas tikraykuna yachakuyta, ñawpaq machukunapa yachayninkunawan tupachisqa yachachiy recurso kasqanrayku.
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Tejido en telar, Transformaciones geométricas, Aprendizaje significativo, Educación Intercultural Bilingüe, loom weaving, Geometric transformations, Meaningful learning, Intercultural bilingual education, Away telarpi, Geometría tikraykuna, Allin yachay