Habilidades blandas en estudiantes de educación primaria de la Institución Educativa Nª38254/Mx-P “Luis Cavero Bendezú” Huanta,2025
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2026-05-20
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La presente investigación es de tipo básica de nivel descriptivo con diseño no experimental, descriptivo simple con un enfoque cuantitativo, tuvo como objetivo identificar el nivel de desarrollo de habilidades blandas en estudiantes de educación primaria de la Institución Educativa N° 38254/Mx-P "Luis Cavero Bendezú" de Huanta, 2025. La población estuvo conformada por 30 estudiantes. La muestra se seleccionó de manera l no probabilística de 17 estudiantes de tercer grado "B", eligiéndose este tipo de muestreo por conveniencia la capacidad de responder un cuestionario al grupo y por constituir una unidad de análisis representativa que permitió realizar un estudio profundo y contextualizado de las habilidades blandas en este grado educativo específico. Las dimensiones evaluadas fueron comunicación asertiva, trabajo en equipo y resiliencia, mediante un cuestionario validado por juicio de expertos y confiable Alfa de Cronbach = 0.887. Los resultados indicaron que el 64.7% de estudiantes presenta nivel medio de desarrollo de habilidades blandas y el 35.3% nivel alto, sin registrarse casos en nivel bajo. Específicamente, en comunicación asertiva el 58.8% alcanza nivel medio y 41.2% nivel alto; en trabajo en equipo el 70.6% presenta nivel medio y 29.4% nivel alto; en resiliencia el 64.7% muestra nivel medio y 35.3% nivel alto. Se concluye que las habilidades blandas están en proceso de desarrollo progresivo, requiriéndose implementar estrategias educativas sistemáticas que fortalezcan estas competencias socioemocionales para optimizar la formación integral de los estudiantes desde la educación primaria.
This basic research with a descriptive level, non-experimental design and quantitative approach aimed to identify the level of development of soft skills in primary education students at Educational Institution No. 38254/Mx-P "Luis Cavero Bendezú" in Huanta, 2025. The population consisted of 30 third-grade students (sections A and B). An intentional non-probabilistic sample of 17 students from third grade "B" was selected, choosing this type of sampling due to direct accessibility to the group and because it constitutes a representative unit of analysis that allowed for an in-depth and contextualized study of soft skills at this specific grade level. The dimensions evaluated were assertive communication, teamwork and resilience, through a questionnaire validated by expert judgment and reliable (Cronbach's Alpha = 0.887). The results indicated that 64.7% of students present a medium level of soft skills development and 35.3% a high level, with no cases registered at a low level. Specifically, in assertive communication 58.8% reaches medium level and 41.2% high level; in teamwork 70.6% presents medium level and 29.4% high level; in resilience 64.7% shows medium level and 35.3% high level. It is concluded that soft skills are in a process of progressive development, requiring the implementation of systematic educational strategies that strengthen these socioemotional competencies to optimize the integral formation of students from primary education.
Kay yachay maskay, paqarimuy yachay imayna kasqanta qhawarinapaq, mana pruebawan ruway hinaspa yupay rikuchiy ñanwan, huk yachay wasi N° 38254/Mx-P "Luis Cavero Bendezú" Huanta llaqtapi, 2025 watapi, wawakunapa llamp'u yachayninkunata riqsichiyta munarqa. Tukuy wawakunaqa 30 karqanku kimsa ñiqin yachay watamanta (A hinaspa B siqikuna). Chaymanta kimsa ñiqin "B" yachaymanta 17 warmachakuna akllasqa karqanku, munasqa akllay ruway nisqawan, chaymi allin karqa chay tantawan tinkukunapaq hinaspa allin tupuy ruwanapaq, wawakunapa llamp'u yachayninkunata ukhupi hinaspa pacha qhawaywan tupunapaq kay yachay watapi. Tupusqa karqanku: allin rimay yachay, tantalla llankay hinaspa kallpachakuy yachay, huk tapukuy qillqawan tupusqa, yachaqkunapa qhawariyninwan allin kasqanta rikuchisqa hinaspa takyasqa (Alfa de Cronbach = 0.887). Riqsichiykunaqa rikuchirqanku 64.7% wawakunapa chawpi nivelpi llampu yachayninkunata wiñachisqankuta hinaspa 35.3% hatun nivelpi, mana ima casukunapas pisi nivelpi qillqasqa. Kikin rikuypiqa, allin rimay yachaypiqa 58.8% chawpi nivelpi chayanku hinaspa 41.2% hatun nivelpi; tantalla llankaypiqa 70.6% chawpi nivelpi rikuchinku hinaspa 29.4% hatun nivelpi; kallpachakuy yachaypiqa 64.7% chawpi nivelpi rikuchinku hinaspa 35.3% hatun nivelpi. Tukuchinapaqqa, llampu yachaykuna sapa kuti wiñachkasqa kasqanta, chaymi necesitakun sistemático yachachiy estrategiakuna churana kay sunqu yachaykunata kallpachanapaq, wawakunapa tukuy ima wiñayninkunata allin ruwaykunanapaq pichqa watamanta chunka hukniyuq wata yachaymanta.
This basic research with a descriptive level, non-experimental design and quantitative approach aimed to identify the level of development of soft skills in primary education students at Educational Institution No. 38254/Mx-P "Luis Cavero Bendezú" in Huanta, 2025. The population consisted of 30 third-grade students (sections A and B). An intentional non-probabilistic sample of 17 students from third grade "B" was selected, choosing this type of sampling due to direct accessibility to the group and because it constitutes a representative unit of analysis that allowed for an in-depth and contextualized study of soft skills at this specific grade level. The dimensions evaluated were assertive communication, teamwork and resilience, through a questionnaire validated by expert judgment and reliable (Cronbach's Alpha = 0.887). The results indicated that 64.7% of students present a medium level of soft skills development and 35.3% a high level, with no cases registered at a low level. Specifically, in assertive communication 58.8% reaches medium level and 41.2% high level; in teamwork 70.6% presents medium level and 29.4% high level; in resilience 64.7% shows medium level and 35.3% high level. It is concluded that soft skills are in a process of progressive development, requiring the implementation of systematic educational strategies that strengthen these socioemotional competencies to optimize the integral formation of students from primary education.
Kay yachay maskay, paqarimuy yachay imayna kasqanta qhawarinapaq, mana pruebawan ruway hinaspa yupay rikuchiy ñanwan, huk yachay wasi N° 38254/Mx-P "Luis Cavero Bendezú" Huanta llaqtapi, 2025 watapi, wawakunapa llamp'u yachayninkunata riqsichiyta munarqa. Tukuy wawakunaqa 30 karqanku kimsa ñiqin yachay watamanta (A hinaspa B siqikuna). Chaymanta kimsa ñiqin "B" yachaymanta 17 warmachakuna akllasqa karqanku, munasqa akllay ruway nisqawan, chaymi allin karqa chay tantawan tinkukunapaq hinaspa allin tupuy ruwanapaq, wawakunapa llamp'u yachayninkunata ukhupi hinaspa pacha qhawaywan tupunapaq kay yachay watapi. Tupusqa karqanku: allin rimay yachay, tantalla llankay hinaspa kallpachakuy yachay, huk tapukuy qillqawan tupusqa, yachaqkunapa qhawariyninwan allin kasqanta rikuchisqa hinaspa takyasqa (Alfa de Cronbach = 0.887). Riqsichiykunaqa rikuchirqanku 64.7% wawakunapa chawpi nivelpi llampu yachayninkunata wiñachisqankuta hinaspa 35.3% hatun nivelpi, mana ima casukunapas pisi nivelpi qillqasqa. Kikin rikuypiqa, allin rimay yachaypiqa 58.8% chawpi nivelpi chayanku hinaspa 41.2% hatun nivelpi; tantalla llankaypiqa 70.6% chawpi nivelpi rikuchinku hinaspa 29.4% hatun nivelpi; kallpachakuy yachaypiqa 64.7% chawpi nivelpi rikuchinku hinaspa 35.3% hatun nivelpi. Tukuchinapaqqa, llampu yachaykuna sapa kuti wiñachkasqa kasqanta, chaymi necesitakun sistemático yachachiy estrategiakuna churana kay sunqu yachaykunata kallpachanapaq, wawakunapa tukuy ima wiñayninkunata allin ruwaykunanapaq pichqa watamanta chunka hukniyuq wata yachaymanta.
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Habilidades blandas, Comunicación asertiva, Trabajo en equipo,, Resiliencia, Educación primaria, Competencias socioemocionales, Soft skills, Assertive communication, Teamwork, Resilience, Primary education, Socioemotional competencies, Llampu yachaykuna, Allin rimay, Tantalla llank'ay, Kallpachakuy, Pichqa watamanta chunka hukniyuq wata yachay, Sunqu yachaykuna