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Artículos de Investigación

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Retroalimentación docente y valoración positiva de la tarea en estudiantes secundarios

Teacher feedback and positive assessment of the task in secondary school students
Publicado
2026-10-01
Contexto: La retroalimentación constituye un proceso fundamental para orientar al estudiante sobre su desempeño, identificar aspectos susceptibles de mejora y favorecer la autorregulación del aprendizaje. Su carácter oportuno y orientado al progreso puede influir en la manera en que los estudiantes valoran las actividades académicas. Objetivo: Determinar la relación entre los procesos de retroalimentación y la valoración positiva de la tarea en estudiantes de educación secundaria de una institución pública de Lima Metropolitana. Método: Se desarrolló una investigación con enfoque cuantitativo, diseño no experimental, transversal y alcance correlacional-causal. La muestra estuvo conformada por 150 estudiantes de tercero a quinto de secundaria, seleccionados mediante muestreo por conveniencia. Se aplicaron dos cuestionarios para evaluar los procesos de retroalimentación y la valoración estudiantil de las tareas académicas. Resultados: La retroalimentación docente presentó una media global de 3,61 (DE = 0,72), mientras que la valoración positiva de la tarea alcanzó una media de 3,31 (DE = 0,56). Se identificó una correlación positiva, alta y estadísticamente significativa entre ambas variables (Rho de Spearman = 0,821; p < 0,001). El modelo de regresión obtuvo un R² = 0,670 y un coeficiente B = 0,639 (F = 300,71; p < 0,001). Las correlaciones entre dimensiones oscilaron entre 0,512 y 0,618, destacando la relación entre feed up y utilidad (0,618). Conclusiones: Los procesos de retroalimentación se relacionan significativamente con la valoración positiva de las tareas académicas. Una retroalimentación oportuna, orientada al progreso y vinculada con la utilidad de las actividades puede favorecer una valoración más positiva de las tareas en estudiantes de educación secundaria.
Context: Feedback constitutes a fundamental process for guiding students regarding their performance, identifying areas for improvement, and promoting self-regulated learning. Its timely and progress-oriented nature may influence how students perceive and value academic tasks. Objective: To determine the relationship between feedback processes and positive task valuation among secondary education students at a public institution in Metropolitan Lima. Method: A quantitative study was conducted using a non-experimental, cross-sectional design with a correlational-causal scope. The sample comprised 150 students from the third to fifth grades of secondary education, selected through convenience sampling. Two questionnaires were administered to assess feedback processes and students' valuation of academic tasks. Results: Teacher feedback presented an overall mean of 3.61 (SD = 0.72), whereas positive task valuation reached a mean of 3.31 (SD = 0.56). A strong, positive, and statistically significant correlation was identified between the two variables (Spearman's rho = 0.821; p < 0.001). The regression model yielded an R² = 0.670 and a coefficient B = 0.639 (F = 300.71; p < 0.001). Correlations between dimensions ranged from 0.512 to 0.618, with the strongest association observed between feed up and perceived utility (0.618). Conclusions: Feedback processes are significantly associated with positive valuation of academic tasks. Timely, progress-oriented feedback linked to the perceived usefulness of learning activities may contribute to more positive task valuation among secondary education students.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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