Didactic learning strategy based on predominant multiple intelligences and self- regulatory processes in rural primary school students

Abstract

This investigation had as a purpose to analyze the multiple intelligences and the forms of self-management of students in the 5th grade of Primary Basic at the Nicolas Esguerra Rural School in Ibague - Colombia and to design a didactic strategy proposal based on the characterization of intelligences predominant multiples that optimize the academic performance of students through their self-regulation practices in learning. This study was developed under the qualitative methodological approach, with a descriptive phenomenological, design that had a non-probabilistic population sample by convenience of 13 students, 7 boys and 6 girls aged between 9 and 10 years, in addition to the participation of the parents of the students and four teachers who responded to web forms designed with open and closed questions, as well as a semi-structured interview with one of the teachers, both instruments validated by experts. The results indicate that the predominant multiple intelligences in the analysis group are Ecological and Interpersonal and that their self-regulation processes need to be strengthened in favor of their performance. The above was constituted as the main input for the authors to design an innovative didactic strategy that cut across the curricular scope of the institution.