La atención sostenida y el rendimiento académico

Abstract

The main objective of this research is to determine the relationship between sustained attention and academic performance in students in the 5th year of General Basic Education of the “Quisapincha” Educational Unit. In the development of this research, a mixed approach was used, with a descriptive, exploratory and correlational level to investigate and evaluate the variables proposed through an exhaustive search of information in reliable bibliographic sources, in addition to the field modality that provides support to our study. The instruments used for the collection of data and information were the Children Sustained Attention Task (CSAT) test to evaluate the level of sustained attention and the record of grades for the 2023-2024 school year, the sample consisted of 41 female and 41 male students, with a total of 82 students. The Spearman's Rho statistic was used because the two variables are of ordinal type, it was determined that there is bilateral significance, the correlation between the variables studied resulting in the approval of the alternative hypothesis that indicates that sustained attention DOES influence academic performance. In conclusion, students present difficulties in sustained attention, having deficits in skills when performing tasks that require long periods of time, losing interest to continue developing them.