Mental Strategies of Self-Knowledge for Students with Educational Backwardness in Elementary Education

Authors: Amaro TM and Soto MD*

DOI: 10.23880/pprij-16000249

Volume 5, Issue 4

Abstract

Introduction: The psychological and pedagogical needs of children nowdays cannot be met on the basis of an educational system with traditionalist practices. There is a need for a methodology that is transformative, that seeks to promote integral learning focused on the development of consciousness, forming compassionate, supportive and intelligent students who can build and live responsibly in sustainable societies. Objective: The objective of this study was to establish a model that is identified with the causality of school performance and the Mental Strategies of Self-knowledge in elementary school students, to achieve an improvement in situations of educational backwardness. Methodology: It is Action-Research, with quasi-experimental, transversal design, is descriptive and interpretative, basic and applied. The non-probabilistic and intentional sample, called “by quotas” was selected; 30 out of 360 students from the Modesto Arizpe elementary school were selected. Due to its form of integration to be analyzed from its perspective, it is parallel or concurrent. Two variables were worked: • School performance • Mental strategy of self-knowledge This research is identified as “Deliberative Practical Action Research” with quantitative focus. It obeys the Eliot Type 2 model; it made use of the different strategies of the extra-ocular vision method created by Noé Esperón, who managed to activate children from 6 to 12 years old; these can see the material world without using the material eyes. The statistical analysis included elements of descriptive statistics, used for non-parametric analysis. Results: They are presented as first findings of academic performance in Comprehension of texts (reading), Text Production and Mental Calculus, found by the Mental Strategy of Self-Consciousness of the extra-ocular vision method applied before and after to 30 students that required support. After applying mental strategies of self-knowledge, school performance is favored with 80% on average. In the multiple intelligences, an average advance of 12.25% was found. The hypothesis is accepted favorably with a 95% of confidence. Conclusion: The proposed model can be decisive for the academic performance of students in situations of educational backwardness.

Keywords: Interactive process; Teaching strategy; School performance

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