Memoria de trabajo y rendimiento académico en adolescentes sordos de un Colegio de Cúcuta
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Fecha
2025
Autores
Blanco Barbosa, Verónica Daniela
Blanco Pallares, Brayam Antonio
Montesinos Atala, Karla Sofía
Sánchez Alba, Paula Valentina
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Edicines Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación "Memoria de Trabajo y Rendimiento Académico en Adolescentes Sordos" busca analizar la relación entre la memoria de trabajo y el rendimiento académico en estudiantes sordos de Cúcuta, Colombia. El objetivo general es analizar la relación entre la memoria de trabajo y rendimiento académico en adolescentes sordos de un colegio de Cúcuta.
Se utilizó un enfoque cuantitativo, aplicando la Escala de Inteligencia de Wechsler para adultos (WAIS-III) a una muestra de 17 estudiantes sordos de grados 9 a 11. Se evaluaron las subpruebas de memoria de trabajo y se compararon con las calificaciones académicas obtenidas.
Los resultados muestran que la mayoría de los estudiantes se ubican en la región normal inferior en memoria de trabajo, y el 82,35% presenta un rendimiento académico básico. Sin embargo, no se encontró una correlación significativa entre ambas variables (r = -0.057, p = 0.827), sugiriendo que otros factores, como el entorno educativo y la calidad de la enseñanza, pueden influir en el rendimiento.
En la discusión, se destaca que las diferencias en el aprendizaje entre estudiantes sordos y oyentes podrían explicar la falta de relación. Se concluye que, aunque la memoria de trabajo es crucial, su impacto en el rendimiento académico está mediado por factores contextuales y comunicativos. Se recomienda desarrollar estrategias educativas inclusivas que respondan a las necesidades específicas de los estudiantes sordos para mejorar su rendimiento académico.
The research project "Working Memory and Academic Performance in Deaf Adolescents" seeks to analyze the relationship between working memory and academic performance in deaf students in Cúcuta, Colombia. The overall objective is to analyze the relationship between working memory and academic performance in deaf adolescents from a school in Cúcuta. A quantitative approach was used, applying the Wechsler Adult Intelligence Scale (WAIS-III) to a sample of 17 deaf students in grades 9 through 11. The working memory subtests were evaluated and compared with the students' academic grades. The results show that most students fall within the lower normal range for working memory, and 82.35% demonstrate basic academic performance. However, no significant correlation was found between the two variables (r = -0.057, p = 0.827), suggesting that other factors, such as the educational environment and the quality of teaching, may influence performance. The discussion highlights that differences in learning styles between deaf and hearing students could explain the lack of correlation. It concludes that, while working memory is crucial, its impact on academic performance is mediated by contextual and communicative factors. The development of inclusive educational strategies that address the specific needs of deaf students is recommended to improve their academic performance.
The research project "Working Memory and Academic Performance in Deaf Adolescents" seeks to analyze the relationship between working memory and academic performance in deaf students in Cúcuta, Colombia. The overall objective is to analyze the relationship between working memory and academic performance in deaf adolescents from a school in Cúcuta. A quantitative approach was used, applying the Wechsler Adult Intelligence Scale (WAIS-III) to a sample of 17 deaf students in grades 9 through 11. The working memory subtests were evaluated and compared with the students' academic grades. The results show that most students fall within the lower normal range for working memory, and 82.35% demonstrate basic academic performance. However, no significant correlation was found between the two variables (r = -0.057, p = 0.827), suggesting that other factors, such as the educational environment and the quality of teaching, may influence performance. The discussion highlights that differences in learning styles between deaf and hearing students could explain the lack of correlation. It concludes that, while working memory is crucial, its impact on academic performance is mediated by contextual and communicative factors. The development of inclusive educational strategies that address the specific needs of deaf students is recommended to improve their academic performance.
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Palabras clave
Memoria de trabajo, Rendimiento académico, Adolescentes sordos, WAIS III, Funciones ejecutivas
