Juegos Cooperativos para el desarrollo del Trabajo Colaborativo de los estudiantes 4 años de la Institución Educativa Inicial N° 82 Ongoy, 2024
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2026-10-26
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La investigación tuvo como objetivo emplear los juegos cooperativos para el desarrollo del trabajo colaborativo de los estudiantes de cuatro años de la Institución Educativa Inicial N.° 82 de Ongoy, 2024. El estudio fue de tipo aplicado, de nivel explicativo y diseño preexperimental, con un solo grupo al que se aplicó una evaluación de pretest y postest. La población estuvo constituida por 23 estudiantes y la muestra por 10 niños de cuatro años, seleccionados mediante muestreo no probabilístico por conveniencia. Para la recolección de datos se emplearon la técnica de observación y una ficha de observación. Los resultados descriptivos evidenciaron que, en el pretest, el 90 % de los estudiantes se encontraba en el nivel en proceso y el 10 % en inicio respecto al trabajo colaborativo. Después de la intervención, el 90 % alcanzó el nivel de logro destacado y el 10 % el nivel de logro esperado. Para el contraste de hipótesis se utilizó la prueba de rangos con signo de Wilcoxon, cuyo resultado fue estadísticamente significativo (Z=-2.970); (p=.003). Se concluyó que, después de la aplicación de los juegos cooperativos, se observó una mejora significativa en el trabajo colaborativo de los estudiantes participantes. Sin embargo, debido al diseño preexperimental, los resultados deben interpretarse considerando que no se contó con un grupo de control.
The study aimed to use cooperative games to develop collaborative work among four-year-old students at Early Childhood Education Institution No. 82 in Ongoy, 2024. The research was applied, explanatory in level, and employed a pre-experimental design with a single group assessed before and after the intervention. The population consisted of 23 students, while the sample included 10 four-year-old children selected through non-probability convenience sampling. Data were collected through observation using an observation checklist. The descriptive results showed that, in the pretest, 90% of the students were at the developing level and 10% were at the beginning level in collaborative work. After the intervention, 90% reached the outstanding achievement level and 10% reached the expected achievement level. The Wilcoxon signed-rank test was used to test the research hypothesis, yielding a statistically significant result ((Z=-2.970); (p=.003)). It was concluded that, following the implementation of cooperative games, collaborative work improved significantly among the participating students. However, given the pre-experimental design, the results should be interpreted with the consideration that no control group was included.
Kay llamkaypa umalliq yuyayninqa karqan, imaynatam yanapanakuypi pukllaykuna yanapanman tawa watayuq warmakunapa llapankupura llamkaynin wiñananpaq, Ongoy llaqtapi, 2024 watapi. Kay yachay maskayqa rurasqa karqan, chaymanta huk huñullapi ñawpaqman qipa yachay tupuywan rurasqa karqan. Yachay wasipi kachkarqaku 23 yachapakuqkuna, ichaqa qawarisqa karqaku tawa watayuq 10 warmakuna, mana sapaq akllaywan, aswanpas chaypi tarisqankuman hina. Willakuykunata huñunapaq qawariy ruwayta hinaspa qawariy rapita llamkachirqaku. Ñawpaq tupuypi, llapankupura llamkaymanta, warmakunapa 90% nisqanqa ñawpaqman purichkan chay patapi karqaku, 10% nisqantaq qallariy patapi karqaku. Yanapanakuypi pukllaykunata rurasqankumanta qipa tupuyñataq, 90% nisqanqa allinllaña tukusqa pataman chayarqaku, 10% nisqantaq suyasqa pataman chayarqaku. Hipótesis nisqan chiqap kasqanta yachanapaq Wilcoxon nisqanta llamkachirqaku, chaypim tarisqa karqan kay tupuykunapa chawpinpi ancha chaniyuq hukniray kay ((Z=-2.970); (p=.003)).Tukupayninpi, yanapanakuypi pukllaykunata rurasqankumanta qipa, warmakunapa llapankupura llamkaynin allinyasqanta rikurqan. Ichaqa, kay yachay maskayqa huk huñullapi rurasqa kasqanrayku, mana huk tupaq huñuwan tupachispa, kay tarisqakunata allin yuyaywan qawarinam.
The study aimed to use cooperative games to develop collaborative work among four-year-old students at Early Childhood Education Institution No. 82 in Ongoy, 2024. The research was applied, explanatory in level, and employed a pre-experimental design with a single group assessed before and after the intervention. The population consisted of 23 students, while the sample included 10 four-year-old children selected through non-probability convenience sampling. Data were collected through observation using an observation checklist. The descriptive results showed that, in the pretest, 90% of the students were at the developing level and 10% were at the beginning level in collaborative work. After the intervention, 90% reached the outstanding achievement level and 10% reached the expected achievement level. The Wilcoxon signed-rank test was used to test the research hypothesis, yielding a statistically significant result ((Z=-2.970); (p=.003)). It was concluded that, following the implementation of cooperative games, collaborative work improved significantly among the participating students. However, given the pre-experimental design, the results should be interpreted with the consideration that no control group was included.
Kay llamkaypa umalliq yuyayninqa karqan, imaynatam yanapanakuypi pukllaykuna yanapanman tawa watayuq warmakunapa llapankupura llamkaynin wiñananpaq, Ongoy llaqtapi, 2024 watapi. Kay yachay maskayqa rurasqa karqan, chaymanta huk huñullapi ñawpaqman qipa yachay tupuywan rurasqa karqan. Yachay wasipi kachkarqaku 23 yachapakuqkuna, ichaqa qawarisqa karqaku tawa watayuq 10 warmakuna, mana sapaq akllaywan, aswanpas chaypi tarisqankuman hina. Willakuykunata huñunapaq qawariy ruwayta hinaspa qawariy rapita llamkachirqaku. Ñawpaq tupuypi, llapankupura llamkaymanta, warmakunapa 90% nisqanqa ñawpaqman purichkan chay patapi karqaku, 10% nisqantaq qallariy patapi karqaku. Yanapanakuypi pukllaykunata rurasqankumanta qipa tupuyñataq, 90% nisqanqa allinllaña tukusqa pataman chayarqaku, 10% nisqantaq suyasqa pataman chayarqaku. Hipótesis nisqan chiqap kasqanta yachanapaq Wilcoxon nisqanta llamkachirqaku, chaypim tarisqa karqan kay tupuykunapa chawpinpi ancha chaniyuq hukniray kay ((Z=-2.970); (p=.003)).Tukupayninpi, yanapanakuypi pukllaykunata rurasqankumanta qipa, warmakunapa llapankupura llamkaynin allinyasqanta rikurqan. Ichaqa, kay yachay maskayqa huk huñullapi rurasqa kasqanrayku, mana huk tupaq huñuwan tupachispa, kay tarisqakunata allin yuyaywan qawarinam.
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Juegos Cooperativos, Trabajo Colaborativo, Interacción Social, Educación Inicial, Cooperative Games, Collaborative Work, Social Interaction, Early Childhood Education, Yanapanakuypi Pukllaykuna, Llapankupura Llamkay, Runapura Tinkuy, Qallariy Yachay