Efectos del programa neurocientífico Fast Forword en el mejoramiento de la memoria de trabajo en estudiantes de quinto de primaria de un centro educativo privado de Lima
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
La memoria de trabajo es una función ejecutiva necesaria para el aprendizaje de las matemáticas, la lectura y la escritura (Engle, Tuhoiski, Laughlin & Conway, 1999). En el Perú, tenemos una alta tasa de estudiantes que no comprenden lo que leen o incluso no pueden leer correctamente para su grado escolar, a pesar de encontrarse en secundaria (MINEDU, 2014). En este estudio demostramos cómo el uso de la tecnología, mediante el programa neurocientífico Fast ForWord, aumenta significativamente los niveles de memoria de trabajo en sus tres dimensiones: agenda visoespacial, ejecutivo central y bucle fonológico, en estudiantes de quinto grado de primaria de un centro educativo privado del distrito de Santiago de Surco, Lima. Los resultados de este estudio podrían replicarse y así lograr un impacto positivo en realidades como la nuestra, donde se necesita una propuesta para reducir el bajo rendimiento lector y matemático reflejado en las pruebas PISA 2012 (MINEDU, 2014). El estudio se realizó a lo largo de 8 semanas, en las cuales el grupo experimental (24 estudiantes) estuvo expuesto al programa Fast ForWord durante 40 minutos diarios, 5 días a la semana, en comparación con el grupo control (24 estudiantes) que continuó con su periodo de lectura libre durante 40 minutos diarios. Consideramos necesario continuar con más investigaciones en estudiantes monolingües para evaluar el efecto de Fast ForWord en niños que no están en entornos de habla inglesa, así como estudiar el efecto del programa en otras funciones ejecutivas.
Working memory is an executive function essential for learning mathematics, reading, and writing (Engle, Tuhoiski, Laughlin & Conway, 1999). In Peru, there is a high rate of students who cannot comprehend what they read or even read adequately for their grade level, despite being in secondary school (MINEDU, 2014). In this study, we demonstrate how the use of technology through the neuroscientific program Fast ForWord significantly improves working memory in its three dimensions: visuospatial sketchpad, central executive, and phonological loop, among fifth-grade students of a private school in Santiago de Surco, Lima. The results of this study could be replicated to achieve a positive impact in contexts like ours, where a proposal is needed to reduce the low reading and math performance reflected in the 2012 PISA results (MINEDU, 2014). The study was conducted over 8 weeks, during which the experimental group (24 students) was exposed to the Fast ForWord program for 40 minutes daily, 5 days a week, compared to the control group (24 students) who continued with their free reading period for 40 minutes daily. We consider it necessary to continue research with monolingual students to assess the effect of Fast ForWord on children who are not in English-speaking environments, as well as to study the program’s impact on other executive functions.
Working memory is an executive function essential for learning mathematics, reading, and writing (Engle, Tuhoiski, Laughlin & Conway, 1999). In Peru, there is a high rate of students who cannot comprehend what they read or even read adequately for their grade level, despite being in secondary school (MINEDU, 2014). In this study, we demonstrate how the use of technology through the neuroscientific program Fast ForWord significantly improves working memory in its three dimensions: visuospatial sketchpad, central executive, and phonological loop, among fifth-grade students of a private school in Santiago de Surco, Lima. The results of this study could be replicated to achieve a positive impact in contexts like ours, where a proposal is needed to reduce the low reading and math performance reflected in the 2012 PISA results (MINEDU, 2014). The study was conducted over 8 weeks, during which the experimental group (24 students) was exposed to the Fast ForWord program for 40 minutes daily, 5 days a week, compared to the control group (24 students) who continued with their free reading period for 40 minutes daily. We consider it necessary to continue research with monolingual students to assess the effect of Fast ForWord on children who are not in English-speaking environments, as well as to study the program’s impact on other executive functions.
Descripción
Palabras clave
Memoria, Aprendizaje, Estudiantes, Programa Fast Forword, Neurociencias, Lima Metropolitana, Área (Perú), Educación
Citación
Puente, P. y Valencia, D. (2020). Efectos del programa neurocientífico Fast Forword en el mejoramiento de la memoria de trabajo en estudiantes de quinto de primaria de un centro educativo privado de Lima [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2093
