Nivel de práctica de los juegos tradicionales en estudiantes de Educación Primaria en la Institución Educativa Pública Huanta, 2025
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2026-03-11
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El presente trabajo de investigación tuvo como objetivo determinar el nivel de práctica de los juegos tradicionales en estudiantes de educación primaria de la Institución Educativa Pública Huanta, 2025. Se llevó a cabo una investigación de tipo básica, nivel descriptivo, con enfoque cuantitativo, diseño no experimental y método deductivo estadístico. La población estuvo constituida por los 44 estudiantes del V ciclo (quinto y sexto grado) de educación primaria de la institución mencionada, quienes constituyeron también la muestra al trabajarse con el 100% de la población, mediante muestreo no probabilístico intencional, dado que estos estudiantes presentan mayor desarrollo cognitivo y autonomía lectora que les permite comprender y responder el cuestionario de manera independiente. Para la recolección de datos se empleó la técnica de encuesta y como instrumento un cuestionario de 21 ítems, cuya validez fue verificada mediante juicio de expertos y su confiabilidad evaluada con el Alfa de Cronbach. Los resultados indicaron que el 75.0% de los estudiantes se ubica en nivel medio en la práctica de juegos tradicionales, el 13.6% en nivel bajo y el 11.4% en nivel alto. Por dimensiones, la práctica social obtuvo los mejores resultados (56.8% alto), seguida de la práctica cognitiva (70.5% medio, 18.2% alto), mientras que la práctica intercultural presentó resultados críticos (43.2% bajo, 0.0% alto). Se concluye que los juegos tradicionales mantienen presencia moderada y contribuyen al desarrollo social y cognitivo, pero existe una severa debilidad en la valoración y transmisión de su significado cultural.
The present research aimed to determine the level of practice of traditional games among primary school students at the Public Educational Institution Huanta, 2025. The study was basic in nature, descriptive in level, with a quantitative approach, non-experimental design, and deductive-statistical method. The population consisted of 44 students from the V cycle (fifth and sixth grades) of primary education at the aforementioned institution, who also constituted the sample, since 100% of the population was included through intentional non-probabilistic sampling, given that these students demonstrate greater cognitive development and reading autonomy, enabling them to understand and independently respond to the questionnaire. Data collection was conducted using the survey technique, and the instrument was a 21-item questionnaire, whose validity was verified through expert judgment and whose reliability was evaluated using Cronbach’s Alpha. The results indicated that 75.0% of the students were at a medium level in the practice of traditional games, 13.6% at a low level, and 11.4% at a high level. By dimensions, social practice obtained the best results (56.8% high), followed by cognitive practice (70.5% medium, 18.2% high), while intercultural practice showed critical results (43.2% low, 0.0% high). It is concluded that traditional games maintain a moderate presence and contribute to social and cognitive development, but there is a significant weakness in the appreciation and transmission of their cultural meaning.
Kay maskay llamkaypa munayninqa, nawpaq pukllaykuna imayna llankakusqanta yuqanchasun, kay llamkayqa rurakurqa warmi qari yachakuqkunapi, Huanta yachaywasipi, iskay waranqa iskay chunka pichqayuq watapi. Kay llamkay tipu básica nisqapi ruwakurqa, uypaynin descriptivo nisqapi, enfoque cuantitativo nisqawan, diseño no experimental nisqawan, método estadístico descriptivo nisqawan. Kay yachayqa ruwakurqa tawa chunka tawayuq yachakuqkunawan, chaymanta akllakurqa tawa chunka tawayuq yachakuqkunata, pichqa ciclo nisqawan llakakurqa (pichqa ñiqi, suqta ñiqi), kay yachakuqkuna akllaqurqa técnica de muestreo intencional no probabilístico nisqawan. Kay llamkaypa yachayninkunaqa técnica de encuesta nisqawanmi uqarisqa, chaymanta instrumento nisqapi churakurqa tapukuykuna iskay chunka hukniyuq tapukuykuna karqa. Kay instrumento nisqa allin karqa, juicio de expertos nisqawan, chaymanta confiabilidad ninqastan estadísticamente tupusqa karqa Cronbachpa Alfa nisqawan. kay llankayqa qawarichiwanchik, yachakuqkunaq achkanpi, 75.0% tarikunku nivel medio nisqapi ñawpaq pukllaykunapu chaymanta qatin, 13.6% nivel bajo misqapi chaymantam 11.4% nivel alto nisqapi kachkanku. Dimension sinqapi, social nisqpi allin rikuchikurqa (56.8% hatunpi), qatipasqa cognitiva siqa (70.5% chawpipi, 18.2% hatunpi), chaymantam kawsay yachay intercultural mana allintachu rikuchikurqa (43.2% uraypi, 0.0% hatunpi). Kaymi qawarichiwanchik, ñawpaq pukllaykunataqa warmakunaq man achkanpichu pukllanku. Aswan pukllaqkunaqa manan mama, taytapa pukllaykuna, pukllasqakuta yachachinakuchkankuchu kay valoración transmisión de su significado de cultura nisqan kanchu, chinkachkanmi.
The present research aimed to determine the level of practice of traditional games among primary school students at the Public Educational Institution Huanta, 2025. The study was basic in nature, descriptive in level, with a quantitative approach, non-experimental design, and deductive-statistical method. The population consisted of 44 students from the V cycle (fifth and sixth grades) of primary education at the aforementioned institution, who also constituted the sample, since 100% of the population was included through intentional non-probabilistic sampling, given that these students demonstrate greater cognitive development and reading autonomy, enabling them to understand and independently respond to the questionnaire. Data collection was conducted using the survey technique, and the instrument was a 21-item questionnaire, whose validity was verified through expert judgment and whose reliability was evaluated using Cronbach’s Alpha. The results indicated that 75.0% of the students were at a medium level in the practice of traditional games, 13.6% at a low level, and 11.4% at a high level. By dimensions, social practice obtained the best results (56.8% high), followed by cognitive practice (70.5% medium, 18.2% high), while intercultural practice showed critical results (43.2% low, 0.0% high). It is concluded that traditional games maintain a moderate presence and contribute to social and cognitive development, but there is a significant weakness in the appreciation and transmission of their cultural meaning.
Kay maskay llamkaypa munayninqa, nawpaq pukllaykuna imayna llankakusqanta yuqanchasun, kay llamkayqa rurakurqa warmi qari yachakuqkunapi, Huanta yachaywasipi, iskay waranqa iskay chunka pichqayuq watapi. Kay llamkay tipu básica nisqapi ruwakurqa, uypaynin descriptivo nisqapi, enfoque cuantitativo nisqawan, diseño no experimental nisqawan, método estadístico descriptivo nisqawan. Kay yachayqa ruwakurqa tawa chunka tawayuq yachakuqkunawan, chaymanta akllakurqa tawa chunka tawayuq yachakuqkunata, pichqa ciclo nisqawan llakakurqa (pichqa ñiqi, suqta ñiqi), kay yachakuqkuna akllaqurqa técnica de muestreo intencional no probabilístico nisqawan. Kay llamkaypa yachayninkunaqa técnica de encuesta nisqawanmi uqarisqa, chaymanta instrumento nisqapi churakurqa tapukuykuna iskay chunka hukniyuq tapukuykuna karqa. Kay instrumento nisqa allin karqa, juicio de expertos nisqawan, chaymanta confiabilidad ninqastan estadísticamente tupusqa karqa Cronbachpa Alfa nisqawan. kay llankayqa qawarichiwanchik, yachakuqkunaq achkanpi, 75.0% tarikunku nivel medio nisqapi ñawpaq pukllaykunapu chaymanta qatin, 13.6% nivel bajo misqapi chaymantam 11.4% nivel alto nisqapi kachkanku. Dimension sinqapi, social nisqpi allin rikuchikurqa (56.8% hatunpi), qatipasqa cognitiva siqa (70.5% chawpipi, 18.2% hatunpi), chaymantam kawsay yachay intercultural mana allintachu rikuchikurqa (43.2% uraypi, 0.0% hatunpi). Kaymi qawarichiwanchik, ñawpaq pukllaykunataqa warmakunaq man achkanpichu pukllanku. Aswan pukllaqkunaqa manan mama, taytapa pukllaykuna, pukllasqakuta yachachinakuchkankuchu kay valoración transmisión de su significado de cultura nisqan kanchu, chinkachkanmi.
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Juegos tradicionales, Práctica cognitiva, Práctica social, Práctica intercultural, Educación primaria, Traditional games, Cognitive practice, Social practice, Intercultural practice, Elementary School, Ñawpaq pukllay, Ruray ruway, Ayllupi ruray, Allin kawsay intercultural