Uso de microrrelatos para fortalecer el idioma quechua en los niños en la Institución Educativa Inicial “San Francisco de Asís” de Huanta 2025.
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2026-11-13
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La presente investigación, titulada “Uso de microrrelatos para el fortalecimiento del idioma quechua en niños de la Institución Educativa Inicial 'San Francisco de Asís' de Huanta, 2025”, tuvo como objetivo determinar de qué manera los microrrelatos influyen en el fortalecimiento del idioma. Por ello, la investigación fue de diseño pre-experimental de un solo grupo, con medición de pre-test y post-test. Se trató de una investigación aplicada de nivel explicativo. La población estuvo constituida por 74 estudiantes, seleccionando una muestra no probabilística por conveniencia de 25 alumnos de 5 años en la educación inicial. Se utilizó la técnica de observación, que empleó una ficha validada por expertos (90% de validez) y presenta un Alfa de Cronbach de 0.825 para recoger la información. Los resultados descriptivos revelaron mejoras significativas. En el pre-test, la mayoría de niños (76%) se encontraba en nivel inicio en fortalecimiento general, con deficiencias en comprensión lingüística (60%) y comunicación oral (60%). No obstante, tras aplicar diez sesiones de aprendizaje bilingüe, el grupo alcanzó el logro esperado en todas las dimensiones: 76% en comunicación oral, 64% en fortalecimiento general y 52% en comprensión lingüística. Esto se comprobó mediante la contrastación de hipótesis, pues la significancia de Wilcoxon fue (p=0,000<0,05). Conclusión que la implementación de microrrelatos tiene un impacto altamente significativo en el progreso de la comprensión lingüística, la comunicación oral y la valoración cultural de todos los niños
This research, titled “Use of micro-stories to strengthen the Quechua language among children at the ‘San Francisco de Asís’ Early Childhood Educational Institution in Huanta (2025),” aimed to determine how micro-stories influence the strengthening of the language. The study employed a single-group pre-experimental design, utilizing pre-test and post-test measurements. It was an applied study at an explanatory level. The population consisted of 74 students; a non-probabilistic convenience sample of 25 five-year-old early childhood education students was selected. Data collection relied on an observation technique using an instrument validated by experts (90% validity) with a Cronbach’s alpha of 0.825. Descriptive results revealed significant improvements. In the pre-test, the majority of children (76%) were at the initial level regarding general language strengthening, showing deficiencies in linguistic comprehension (60%) and oral communication (60%). However, after ten bilingual learning sessions, the group achieved the expected level of proficiency across all dimensions: 76% in oral communication, 64% in general strengthening, and 52% in linguistic comprehension. This was confirmed through hypothesis testing, as the Wilcoxon significance value was p=0.000 (p<0.05). The study concludes that the implementation of micro-stories has a highly significant impact on the progress of linguistic comprehension, oral communication, and cultural appreciation among the children.
Kay llamkayqa “Huchuy willakuykunata ñawpaqman churaywan, Huanta llaqtapi ‘San Francisco de Asís’ uchuy yachay wasipi warmakunapa runa siminpa kallpachaynin, 2025” sutiyuqmi. Kay llamkaypa hatun munayninqa karqa, huchuy willakuykuna imayna warmakunapa runa siminpa kallpachayninta yanapasqanta riqsiy. Chayrayku, kay llamkayqa huk huñullapi ñawpaq tupuy chaymanta hipa tupuywan ruwakurqa. Kay llamkayqa rurayman churasqa, imayna ruwasqa allin ruwasqanta riqsichiqmi karqa. Tukuy yachaq warmakunaqa qanchis chunka tawayuq karqaku, chaymanta pichqa watayuq iskay chunka pichqayuq warmakunata akllakurqa. Yachay willakuykunata qawanawanmi huñukurqa, yachayniyuq runakuna chaninchasqan qillqawan, chaypa chaninqa 90% karqa; chaymanta Alfa de Cronbach nisqawan tupusqa chaninqa 0,825 karqa. Ñawpaq tupuypiqa, warmakunamanta 76% runa simipa kallpachayninpi qallariy patapi kachkarqaku; simita hamutayninpiqa 60%, rimayninpi-pas 60% sasachakuykunayuq kachkarqaku. Ichaqa, chunka iskay simipi yachachiy ruwasqakunamanta hipaman, warmakunaqa tukuy yachay patakunapi allin chayayman chayarqaku: 76% rimaypi, 64% runa simipa kallpachayninpi, chaymanta 52% simita hamutaypi. Kay allinchakuyqa Wilcoxon nisqa tupuywanmi takyachikurqa, chaypa chaninqa p=0,000<0,05 karqa. Chayrayku, tukuchaypiqa, huchuy willakuykunata yachachiypi llamkachiyqa warmakunapa simita hamutayninta, rimayninta, chaymanta kawsayninkuta chaninchayninta ancha allinta kallpachachin; hinallataq runa simita yachayninkuta ñawpaqman purichin.
This research, titled “Use of micro-stories to strengthen the Quechua language among children at the ‘San Francisco de Asís’ Early Childhood Educational Institution in Huanta (2025),” aimed to determine how micro-stories influence the strengthening of the language. The study employed a single-group pre-experimental design, utilizing pre-test and post-test measurements. It was an applied study at an explanatory level. The population consisted of 74 students; a non-probabilistic convenience sample of 25 five-year-old early childhood education students was selected. Data collection relied on an observation technique using an instrument validated by experts (90% validity) with a Cronbach’s alpha of 0.825. Descriptive results revealed significant improvements. In the pre-test, the majority of children (76%) were at the initial level regarding general language strengthening, showing deficiencies in linguistic comprehension (60%) and oral communication (60%). However, after ten bilingual learning sessions, the group achieved the expected level of proficiency across all dimensions: 76% in oral communication, 64% in general strengthening, and 52% in linguistic comprehension. This was confirmed through hypothesis testing, as the Wilcoxon significance value was p=0.000 (p<0.05). The study concludes that the implementation of micro-stories has a highly significant impact on the progress of linguistic comprehension, oral communication, and cultural appreciation among the children.
Kay llamkayqa “Huchuy willakuykunata ñawpaqman churaywan, Huanta llaqtapi ‘San Francisco de Asís’ uchuy yachay wasipi warmakunapa runa siminpa kallpachaynin, 2025” sutiyuqmi. Kay llamkaypa hatun munayninqa karqa, huchuy willakuykuna imayna warmakunapa runa siminpa kallpachayninta yanapasqanta riqsiy. Chayrayku, kay llamkayqa huk huñullapi ñawpaq tupuy chaymanta hipa tupuywan ruwakurqa. Kay llamkayqa rurayman churasqa, imayna ruwasqa allin ruwasqanta riqsichiqmi karqa. Tukuy yachaq warmakunaqa qanchis chunka tawayuq karqaku, chaymanta pichqa watayuq iskay chunka pichqayuq warmakunata akllakurqa. Yachay willakuykunata qawanawanmi huñukurqa, yachayniyuq runakuna chaninchasqan qillqawan, chaypa chaninqa 90% karqa; chaymanta Alfa de Cronbach nisqawan tupusqa chaninqa 0,825 karqa. Ñawpaq tupuypiqa, warmakunamanta 76% runa simipa kallpachayninpi qallariy patapi kachkarqaku; simita hamutayninpiqa 60%, rimayninpi-pas 60% sasachakuykunayuq kachkarqaku. Ichaqa, chunka iskay simipi yachachiy ruwasqakunamanta hipaman, warmakunaqa tukuy yachay patakunapi allin chayayman chayarqaku: 76% rimaypi, 64% runa simipa kallpachayninpi, chaymanta 52% simita hamutaypi. Kay allinchakuyqa Wilcoxon nisqa tupuywanmi takyachikurqa, chaypa chaninqa p=0,000<0,05 karqa. Chayrayku, tukuchaypiqa, huchuy willakuykunata yachachiypi llamkachiyqa warmakunapa simita hamutayninta, rimayninta, chaymanta kawsayninkuta chaninchayninta ancha allinta kallpachachin; hinallataq runa simita yachayninkuta ñawpaqman purichin.
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Fortalecimiento, Idioma, Quechua, Comprensión, Lingüística, Competencia, Strengthening, Language, Quechua, Comprehension, Linguistic, Kallpachay, Simi, Runa, Hamutay, Rimay