Curricular Concretion at the Classroom Level for Competency-Based Performance in Initial Teacher Training

Abstract

Achieving competency-based learning requires demonstrations of knowledge and skills. Therefore, this study aimed to determine the influence of curricular concretion at the classroom level on competency-based performance in initial teacher training among students of the National University Daniel Alcides Carrión – Peru. It examined the extent of impact of planning, execution, and evaluation of learning processes. The study employed a quantitative approach, experimental type, with a pre-experimental design involving a sample of 26 students. The scientific, experimental, and hypothetico-deductive methods were applied. Data collection utilized observation and surveys, using a 15-item observation checklist aligned with the study's objectives and dimensions. Data analysis results revealed, according to the Z-test, statistical evidence to reject the null hypothesis and accept the research hypothesis since the value - p is lower than the level of significance. Consequently, curricular concretion of learning at the classroom level influences competency-based performance in initial teacher training among university students.