Estrategias metodológicas docentes y su asociación en el proceso de enseñanza-aprendizaje del idioma inglés de escolares con TDAH

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) occurs in the child population at 6 % and can persist into adulthood at 3 %, according to figures from the World Health Organization (WHO). Although it has any cure, it could be minimized with proper treatment and strategies. For this reason, we proceeded to analyze the incidence of the teachers' methodological strategies in the teaching-learning process of the English language through a cross-sectional, descriptive, non-experimental design investigation. The population consisted of 55 fourth-year students at the "Benjamín Carrión" high school, and the technique used was the survey through two questionnaires and a Cambridge placement test. The results reflected that 89.1 % obtained an A1 level regardless of gender within the range required by the Ministry of Education; concerning women, it was evidenced that 13.8 % have a Pre-A1.2 level, where men share the same level at 7.7 %. On the other hand, about the level of knowledge about ADHD, 83.3 % of teachers affirmed that they have little knowledge, and regarding the methodological strategies applied, 50.0 % use the care and strengthening of self-esteem. Finally, it was concluded that there is a scarce positive relationship between the methodological strategies used by teachers in the academic performance of children with ADHD.