Nicolás Oscar Espinoza Suárez
DOI: 10.59427/rcli/2023/v23cs.3662-3668
The study objective of this article was to determine the relationship between teacher performance and the achievement of significant learning in a primary school in a population of 260 primary level students, and as a sample, 49 third-year students were taken. elementary grade. The analytical-synthetic method was used, with a quantitative, non-experimental correlational explanatory approach. The result obtained was that there is a significant correlation between teaching performance and significant learning with a Pearson correlation equivalent to 0.20 with a calculated equivalent to 4.182 and a significance level of 95%.
Pág 3662-3668, 31 Dec
