Estrategias de retroalimentación docente y autorregulación del aprendizaje en estudiantes del segundo ciclo de educación básica

Juan Carlos Cárdenas Valverde; Irina Giovanna Flores-Poma; Susan Fabiola Cárdenas Valverde; Kimberly Johana Cárdenas-Flores; Jean Edward Cárdenas-Flores; Wilfredo César Salazar Mucha

doi:10.61286/e-rms.v4i.531

Autores

Juan Carlos Cárdenas Valverde Universidad Nacional Autónoma Altoandina de Tarma (UNAAT), Tarma, Perú. https://orcid.org/0000-0003-1744-5746
Irina Giovanna Flores-Poma Universidad para el Desarrollo Andino (UDEA), Lircay-Huancavelica, Perú https://orcid.org/0000-0002-8563-6758
Susan Fabiola Cárdenas Valverde Dirección Regional de Salud Junín, Perú https://orcid.org/0000-0003-1222-6747
Kimberly Johana Cárdenas-Flores Universidad Tecnológica Baden Powell (UTBP), México https://orcid.org/0009-0005-1850-528X
Jean Edward Cárdenas-Flores Universidad Tecnológica Baden Powell (UTBP), México https://orcid.org/0009-0008-2888-5660
Wilfredo César Salazar Mucha Instituto de Educación Superior Pedagógico Público José Crespo y Castillo, Aucayacu, Leoncio Prado, Huánuco, Perú https://orcid.org/0000-0002-2961-5303

DOI:

https://doi.org/10.61286/e-rms.v4i.531

Palavras-chave:

retroalimentación, evaluación del alumno, rendimiento escolar, métodos de enseñanza, aprendizaje autónomo

Resumo

La retroalimentación docente puede limitarse a señalar aciertos y errores sin orientar la mejora, lo que restringe su aporte a la autorregulación del aprendizaje. El objetivo fue determinar la relación entre las estrategias de retroalimentación percibidas (incorrecta, elemental, descriptiva, por descubrimiento y formativa), la autorregulación del aprendizaje y el rendimiento académico en estudiantes del segundo ciclo de educación básica durante el año lectivo 2025. Se desarrolló un estudio cuantitativo, no experimental, transversal y correlacional-explicativo, con una población de 349 estudiantes y una muestra probabilística estratificada de 184, calculada con la fórmula para poblaciones finitas. Se aplicaron un cuestionario de 25 ítems (CER-5), validado mediante juicio de expertos, análisis factorial exploratorio y coeficientes de confiabilidad, una escala de autorregulación y el promedio anual de calificaciones. El análisis incluyó estadística descriptiva, correlaciones de Pearson con intervalos de confianza del 95 %, comparaciones por grado (ANOVA) y regresión lineal múltiple, con nivel de significación de 0,05 y tamaños de efecto. Los resultados mostraron que la retroalimentación formativa y la descriptiva se asociaron positivamente con la autorregulación (r = 0,68; p < 0,001 y r = 0,45; p < 0,001, respectivamente), mientras que la incorrecta mostró una asociación negativa (r = −0,26; p < 0,001); el modelo de regresión lineal múltiple explicó el 48,7 % de la varianza ajustada (R² ajustado = 0,487). Se concluye que resulta necesario fortalecer las competencias metodológicas docentes para ofrecer retroalimentación específica, oportuna y accionable, reconociendo que el diseño transversal permite hablar de asociación y no de causalidad.

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