Tutoring and social skills in communication learning of high school students in San Juan de Lurigancho, Lima

Abstract

The objective was to determine the influence of tutoring and social skills in the achievement of learning in the communication area of students in the second grade of secondary school of full-time educational institutions in the district of San Juan de Lurigancho, Lima. Quantitative, explanatory and causal study of the hypothetical-deductive method. Cross-sectional or transectional correlational design, not experimental. It was developed in 2016 in seven of the aforementioned educational institutions. The population was made up of 530 students and the sample by 223. The reliability of the variables was by the coefficient of KR-20 and Cronbach’s Alpha. The information processing and analysis was based on the Excel software and the SPSS 20 statistical program. The results show that the tutoring variable influences learning achievement (p=0,000), as well as the social skills variable in the referred achievement (p=0,009), data that confirms the general hypothesis. It is evidenced with p-value <0,05 and 79,3 % (R2 of Cox and Snell). Likewise, tutoring and social skills influence each competence of communication learning achievement: comprehension of oral texts (53,1 %), oral expression (64,8 %), comprehension of written texts (68,8 %), production of written texts (63,1 %) and interaction of literary expressions (64,4 %). It is concluded that tutoring and social skills have a significant influence on learning achievement and their respective competences in the communication area of second grade schoolchildren from the educational institutions studied.