Received 23 July 2020

Accepted 22 November 2020

https://creativecommons.org/licenses/by-nc-sa/4.0/La spiritual intelligence: a challenge for the

Revista investigación docente

Vol – 4 No. 2, julio diciembre 2021

Universidad Nacional San Agustín

Facultad de Educación

e-ISSN: 2710-1231

17-41

Holistic knowledge and research practice in

teachers. A study in virtual learning contexts

during the COVID-19 pandemic.

Reemberto Cruz Aguilar

Doctor en Ciencias de la Educación. Universidad Católica Benedicto XVI,

r.cruz@uct.edu.pe https://orcid.org/0000-0003-2362-2147

Magna Ruth Meregildo Gómez

Doctora en Ciencias de la Educación. Universidad Nacional de Trujillo,

rmeregildo@unitru.edu.pe, https://orcid.org/0000-0001-6706-4752

Danis Yanet Castillo Esquivel

Doctorando en Gestión Pública y Gobernabilidad. Universidad César Vallejo.

José Theódulo Esquivel Grados

Doctor en Educación. Universidad Nacional José Faustino Sánchez Carrión,

jesquivel@unjfsc.edu.pe, https://orcid.org/0000-0002-4591-9921

Abstract

The descriptive correlational study, whose main

purpose was to determine the degree of relationship

between the holistic knowledge of research and the

practice of research in primary school teachers in

virtual learning contexts during the COVID-19

pandemic, involved 90 primary school teachers from

different Local Educational Management Units of the

Regional Education Management of La Libertad,

Peru. Two structured questionnaires were used to

collect data on holistic knowledge and research

practice, the validity of which was established

through expert judgment and reliability with the

split-half method, with r values greater than 0.80.

After the analysis of correlations on the study

variables, applying the Spearman Rho coefficient, the

Key words:

____________

Holistic knowledge, research

practice, virtual learning

contexts

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Reemberto Cruz Aguilar, Magna Ruth Meregildo Gómez, Danis Yanet Castillo Esquivel, José Theódulo

Esquivel Grados

values rs=0.209 and p=0.049<0.05 were found,

which allowed rejecting the null hypothesis and

proceeding to accept the alternative hypothesis; that

is, there is a direct, moderate and significant

relationship between holistic scientific knowledge

and the practice of research in virtual learning

contexts generated in the pandemic. Likewise,

similar results were obtained when relating holistic

knowledge with the dimensions of the research

practice: the exploration and observation of

educational phenomena, and the planning and

implementation of projects.

Conocimiento holístico y práctica de la investigación en

docentes. Un estudio en contextos virtuales de aprendizaje

durante la pandemia por COVID-19

Resumen

El estudio descriptivo correlacional, que tuvo como

propósito principal determinar el grado de relación entre

el conocimiento holístico de la investigación con la

práctica de la investigación en docentes de primaria en

contextos virtuales de aprendizaje durante la pandemia

por COVID-19, participaron 90 docentes de primaria de

distintas Unidades de Gestión Educativa Local de la

Gerencia Regional de Educación de La Libertad, Perú. Se

utilizaron dos cuestionarios estructurados para el recojo

de datos sobre conocimiento holístico y práctica de la

investigación cuya validez se estableció mediante juicio

de expertos y la confiabilidad con el método de mitades

partidas, con valores de r > 0,80. Luego del análisis de

correlaciones sobre las variables de estudio, con

aplicación del coeficiente de Rho de Spearman, se

encontraron los valores r

=0.209 y p=0.049<0.05, los

que permitieron rechazar la hipótesis nula y se procedió

a aceptar la hipótesis alterna; es decir, existe relación

Palabras clave

________________

Conocimiento holístico, práctica

de la investigación, contextos

virtuales de aprendizaje

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

directa, moderada y significativa entre conocimiento

científico holístico y práctica de la investigación en

contextos virtuales de aprendizaje generados en la

pandemia. Asimismo, se obtuvieron resultados similares

al relacionar el conocimiento holístico con las

dimensiones de la práctica de la investigación: la

exploración y observación de fenómenos educativos, y la

planificación e implementación de proyectos.

1. Introduction

Education in these times and in all academic contexts, orients and

commits the person to pose and assume challenges and challenges to

respond successfully to the diverse and complex relationships that

arise in everyday life. To this end, students and teachers have in

common the responsibility to be prepared to face globalization and

technological progress in the dynamics that the changing and

complex world links to different realities and interactions in which

relevant, creative, timely and coherent decisions must be made in the

different contexts of action of the educational actors.

In the academic scenario of professional training in universities, in

any of the study programs, it is a requirement to include and develop

in the curriculum, research and innovation activities as a training

profile that allows a transversality that goes from formative research

to end-of-career research. In teacher training, both at the university

level and in Teacher Training Institutes and Colleges should train

professionals with a research profile, in this route, it requires that

students progressively develop research skills in all subjects. Linking

it to the development of capacities and attitudes for research depends

exclusively on a rigorous methodological support, both of the

scientific method, technological tools and statistical culture allied to

research. The formative processes contribute to the mastery and

management of certain abilities and skills that the student

demonstrates from the exercise of sensory processes to the final

understanding of the fact or phenomenon studied.

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The proposal presented by the National Convergence Forum (2000),

which urges to meet the demands of the national consultation,

specifies that "the curricular moments indicated are based on the

initiative of each learner, or on the convergence between him/her

and his/her peers, with the facilitators (teachers) and with the other

socio-cultural actors of education" (p. 37); this curricular conception

implies innovating the curriculum in the classroom permanently,

updating its quality and relevance, integrating theory with practice,

as an opportunity to innovate, update and practice new forms of work

in the classroom, as an opportunity to innovate, update and practice

new forms of work in the classroom. 37); this curricular conception

implies permanently innovating the curriculum in the classroom,

updating its quality and relevance, integrating theory with practice,

as an opportunity to innovate, update and practice new ways of

working in the classroom through research processes in the field of

action where the future professional will work. In this sense, Aparicio

Salas (2018) determined in his study that research skills are

significantly related to teaching practice at the classroom level.

Basic education teachers trained in the Higher Pedagogical Institutes

and Teacher Training Colleges in Peru, go from the formative stage to

the application of their knowledge in research in their field of action,

this implies that they have acquired research skills with the

application of the scientific method of observation, describe, analyze

and interpret theoretical and methodological information that will

allow them to propose a research plan from personal reflection on

their performance in the face of classroom problems, school climate,

social relations, media and materials, among other problems that are

found in the educational reality in contexts of virtuality and social

confinement.

The national curriculum in its theoretical and methodological

foundation, specifies that students in the three educational levels of

basic education, should develop scientific inquiry skills in all

curricular areas regulating progress according to their level, for this,

teachers have the responsibility to guide and direct the learning

process with experiential and interactive methodologies that facilitate

scientific inquiry of students. For this, it is necessary that teachers

have a scientific attitude, abilities, skills and a favorable aptitude

towards research with a sufficient academic profile in research as an

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

important articulating component in the educational quality that is

currently demanded for all.

In the training and application of scientific knowledge by the teacher

in the classroom, there are some deficiencies in both the formative

and the applicative part, these difficulties do not meet the

expectations and demands of parents and students, a situation that

leads to serious deficiencies regarding the quality proposed by global

and national educational policies. In order to control these academic,

formative and action deficiencies, a research was proposed that starts

from the practical reflection from the formative classroom and

teaching practice that allows the consolidation of their training in

research skills and their application from their pedagogical action.

From the above mentioned and in view of the need to know their

formative trajectory and the route of teaching performance, the

purpose of which is to find the degree of association between the level

of knowledge and the investigative practice in regular basic education

teachers from the proposal of the Ministry of National Education.

The present circumstances in the Peruvian educational reality require

the teacher to face challenges that arise in the knowledge society,

challenges related to new ways of training in a virtualized space that

is complemented by a pandemic scenario, where the student can

locate a variety of knowledge without the teacher's participation. For

this reason, it is important that the person in charge of the training

process is able to respond to learning situations that require him/her

to possess research competencies, only in this way can he/she guide

the student to optimize the achievement of learning and the

development of diverse skills.

Junting (2018), in his correlational study found as results: there are

strong discrepancies in the relationship between the variables

teaching strategies and research competencies, he points out that the

majority considers as regular the teaching strategies applied within

the classrooms, implying with this the assimilation of research

competencies considered as sometimes adequate. It recommends

that training be provided to teachers in research and innovative

strategies to improve teaching practice and optimize the

strengthening and development of students' research skills.

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Saavedra (2015), investigated on research competencies in teachers

benefited by the training and access strategy for the pedagogical

appropriation of ICT and as a result found that teaching

competencies in relation to ICT are satisfactory, reflecting that the

most frequent ages of better mastery are those between 30 and 49

years (64.5%) and ages over 50 years, show certain limitations in this

field. Finally, it recommends the need for ongoing teacher training

and updating to develop pedagogical, attitudinal and disciplinary

competencies, as well as the development of communicative,

evaluative, technological and research competencies that contribute

to the training and management of technological tools to improve the

educational service.

Perez (2015) in his research concluded that there is evidence that the

predominant learning style is the theoretical followed by the

reflective style. In addition, the teaching strategies according to the

teacher, reflects the management of appropriate teaching strategies.

These results show that teacher training in the reflective aspect is a

priority in the sense that it helps the teacher's formative research.

De Durán, Marcano and Moronta (2009) conducted a study with

basic education teachers in Venezuela and found results regarding

generic, basic and specific research competencies. Regarding the first

ones, it was found that basic education teachers did not manage to

develop them completely, although they are the basics to carry out

their educational activities; in relation to the basic ones, a low level of

competencies was found, to the extent that teachers have difficulties

in using techniques and tools related to the design and execution of

research projects; and, in relation to the specific ones, it was found

that teachers do not possess them or have little mastery of them,

since they have not yet developed certain necessary generic and basic

competencies, which disturbs the development of their educational

activities. This means that the research competencies of the basic

education teachers in the sample were limited to the extent that they

lack the knowledge, abilities, skills and attitudes necessary for them

to effectively apply research methods and techniques that transport

them to the educational reality with a critical and reflective attitude.

This classification of competencies responds to the classification

presented by Vargas (1999), quoted by Tobón (2005, pp. 66 ff.)

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

The research work considered fundamentals and theories regarding

the knowledge and application of research by basic education

teachers in the light of the new approaches and educational proposal

proposed by the national educational policy expressed in the national

curriculum for regular basic education. The results show that only

three of the factors that could influence the achievement of research

competencies, two of them correspond to the student's own abilities

such as the use of strategies and skills to research and learn better.

For the development of the research work, the starting point was the

review of approaches and learning theories that support the study

variables with respect to knowledge and research practice. For this

purpose, it is necessary to start from three current theoretical

foundations of learning and two base theories, as well as concepts on

each of the study variables, information that supports the scientific

rigor of the research.

According to the proposal of López (2010), he proposes the need for

educators to have adequate and sufficient research training to

strengthen their pedagogical action, only then will improve their

teaching practice and thus improve the quality of educational service,

among the necessary theoretical foundations that promote this

training need, by way of factors are:

Factor focused on scientific knowledge. The need to make the

teaching-educational process scientific, considering that educating is

understood as a science because it follows rigorous procedures that

make it possible to develop diverse knowledge in the student-teacher

interaction.

Factor linked to balanced knowledge. The analysis of the dialectical

relationship between the objective and the content, this implies that

everything that is done has an established purpose, but it is necessary

to contribute to knowledge in such a way that there is a balance

between the practical and the abstract, the real and the non-real.

Factor associated with integrated knowledge. The harmonious

integration of the three components: academic, labor and research,

that means that the educator, when developing diverse academic

actions, also allows labor development, which will be solved by

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making use of research skills. If these are integrated, a balanced

development of knowledge will be achieved.

Factor linked to holistic knowledge. The interdisciplinary

relationship in the different structural levels of the teaching-

educational process; this implies that all areas of human knowledge

are related, coexist between different structurally sequenced levels,

which is given in the teaching practice that is permanently present in

the classroom. In the pedagogical practice it should be sought that

diverse scientific knowledge participates with practical questions that

generate the need to compare and argue in front of it.

Factor related to disciplinary knowledge. It consists of defining the

curriculum for the process, training and development of research

skills; it is necessary that from the curricular space it is clear "in

what" or "how" the skills should be developed within the curriculum,

generating activities that strengthen the teaching work, which are

integrated to develop the necessary skills for research.

Factor associated with educational praxis. Understanding and

defining research skills as a form of teaching content; this implies

that, in the pedagogical development, educators should create

conditions for teaching research skills as part of their teaching

process; this means that in their learning sessions they should try to

provide examples where the skills of reasoning, systematizing,

arguing, hypothesizing, among others, are present.

Educational practice consists of the dynamics of teaching and

learning in interaction with others, one of these actions is that the

teacher develops and applies a set of methodological strategies and

demonstrates research skills in the training process and the

construction of the scientific method; According to Puche's (2000)

inquiry, he affirms that from the age of five, characteristics of rational

thinking can be generated, which is linked to scientific thinking, it is

known that when talking about science, it is not only about using a

laboratory, but it refers to cognitive operations that appear

spontaneously and the curiosity of each age group.

According to this theoretical position of the aforementioned author,

it is assumed that during the growth process and in the different

stages (childhood, adolescence, youth and adulthood) the capacity for

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

curiosity, exploration, inquiry, experimentation and verification will

always be present as basic elements that strengthen as time goes by

and depending on the actions performed; among these, the following

investigative capacities are considered as part of knowledge.

Ability to explore and observe. It is a basic ability that allows

systematizing information, understanding the kind of common

peculiarity shared with other elements and the extent of the kind

found in a relationship of elements that are part of it. Classifying is a

conventional situation that allows dividing a set of elements into

different groups, but with an established pattern, by categories that

respond to some purpose.

Ability to plan and implement. It allows the development of several

actions that, in a sequenced manner, require order, to be done in

advance, to prevent and always with the possibility of rethinking an

established activity. According to Puche (2001), planning is the

process of generating possible representations of what will happen in

the future, the activities to be carried out, the actions to be observed

and the control of such situations.

Ability to formulate and test hypotheses. It consists of creating

reasoning and propositions that build questions and elaborate initial

answers in the learning process, according to Puche (2000), it is

considered the ability to search and identify answers to problematic

situations adequately posed, in some cases it is necessary to apply

rules or agreements already known from situations already

experienced, to new situations. It should be considered that the

formulation of the hypothesis constitutes the attribute of scientific

logic and discoveries, since the development of science is based on

previously stated conjectures.

Ability to experiment and demonstrate. Process by which a theory is

put in contrast with reality, putting it to the test, in order to be able to

assume a concrete law or theory. For this purpose, various processes

have been experienced, such as discovering, testing or demonstrating

observed situations, as well as scientific principles.

According to the procedure proposed by Chalmers (1997), when a

fact or phenomenon is tested by means of experimentation, this

could be demonstrated in a simple way with the support of basic

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statistics, and therefore the hypothesis is accepted or otherwise

rejected. He warns that when experimentation is carried out, many of

the hypotheses survive, however, others are rejected and discarded

completely and can be reviewed at another time. Experimentation is

the main resource for doing science, it is associated with formulating

hypotheses, in the case of adults and children, every experiment

proves or denies the hypothesis that was previously formulated.

The Ministry of Education (2012), in response to global and national

educational policies, formulated the Framework of Good Teaching

Performance, which describes 40 performances that teachers must

show, which are distributed in nine competencies and four domains

or fields of action. These performances are required and are observed

during the exercise of the profession with follow-up, monitoring,

support and strengthening plans in charge of a committee appointed

by the institutional management.

In performance 32, it states: "The teacher develops, individually and

collectively, research projects, pedagogical innovation and

improvement of the quality of the school's educational service. Knows

approaches and methodologies for the development of pedagogical

innovation and school management projects. Uses this knowledge to

identify and develop proposals for change in the pedagogical field,

seeking to articulate teaching with the needs of students and the

school with the processes of social and cultural development of the

community".

To fulfill this role, the teacher designs, in collaboration with his/her

peers and in collegiate events, pedagogical innovation projects and

improvement plans. Participates in the execution, monitoring and

evaluation of educational research, pedagogical innovation and

learning projects, assuming individual and collective responsibilities,

in coordination with the school's management and hierarchical staff.

Proposes the systematization of experiences, practical reflection to

project improvement plans and pedagogical innovation, to optimize

the educational service.

For Diaz (1998),

Classroom research does not only refer to a set of teaching strategies

but to a global way of understanding the teaching and learning

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

process with innovative strategies based on classroom research

defined as a work methodology as a theoretical framework for action

that integrates the contributions of constructivist psychology with a

complex conception of educational reality (p. 430).

The interactive and dynamic work that takes place in the classroom

environments, allows to assume an exploratory attitude of both the

teacher and the learner, commits to be compatible with a

constructivist conception of the acquisition of knowledge, as well as

to incorporate the processes of social interaction in the classroom. In

addition, it provides an adequate environment that stimulates the

autonomy and creativity of the student, linked to the ontological

conceptions about certain knowledge that the learner possesses.

From this academic path, it makes it possible to incorporate the

various topics of study to inquire about what is proposed to be

known.

Researchers in the educational field related to research-based

learning affirm that it requires linking learning experiences and

situations to the processes of the storytelling method, that is, starting

from the formulation or identification of problem situations,

recognizing the learners' previous knowledge and exposing them to

situations that lead to cognitive conflicts between preconceptions and

new concepts, in order to apply knowledge to situations in which it

can be transferred.

The pedagogical work related to the research-based learning

approach requires a set of elements that contribute to a better way of

teaching and learning through inquiry. In this sense, the teacher is

implemented with methodologies, strategies, means and materials

that allow him to go through these channels or means for teaching in

real and virtual or mythical contexts, depending on the interaction

scenario. Taking the vision of Cañal (1988), regarding the

investigative task in the classroom, he proposes as didactic

principles: the autonomy of those who participate in a process of

knowledge construction, achieving an integral personality and

autonomous behavior; the communication that occurs in the

interaction between the members of the pedagogical action and an

adequate flow of inter and intra systemic information that favors the

information, communication and transformation processes; the

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environmental approach that proposes a curriculum related to the

socio-environmental and daily context of the student, which allows

reflecting about the reality that surrounds him and allows him to act

on himself, society and nature. To optimize these processes, it

requires that both teachers and students are guided by research as a

method that articulates with internal psychological processes and

achieve autonomous, cooperative and meaningful learning as a

response to the actions of observing, hypothesizing and experiencing

learning situations inside and outside the classroom.

In the educational history of the last century, the events of 2020 as a

result of the COVID-19 pandemic marked a turning point.

Governments and schools could not give an accurate response to a

problematic situation that came as a surprise. This problem, plus the

existing one, has become a major challenge to provide a response by

educational authorities, teachers and even parents. Colás-Bravo

(2021) emphasizes that the use of ICT in education, research training

and education for a sustainable world are challenges for current

educational research. Likewise, he notes on the subject of the

pandemic, ICTs and education:

In this sense, we can advance that the current situation, marked by

the pandemic originated by COVID 19, has generated substantive

changes at the educational level, which require new knowledge.

Specifically, it has meant the immediate and extensive irruption of

ICT in educational systems. While ICTs were previously understood

as basically support tools for teaching and learning, COVID 19 has

brought them to the forefront, making them the essential and

irreplaceable medium for teaching at all educational levels. This has

created a whole series of problems that need to be investigated. (p.

321)

Faced with a complex educational scenario such as the current one,

which requires more knowledge and better research attitudes from

teachers, the study was based on the problem: To what degree are

holistic scientific knowledge and scientific research practice related

in primary school teachers in virtual learning contexts during the

covid-19 pandemic, whose objective was to determine the degree to

which holistic scientific knowledge and research practice are related,

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

and the hypothesis: There is a direct relationship between holistic

scientific knowledge and research practice.

2. Methodology

Considering the relationship established between variables, the

research is descriptive-correlational with a quantitative and cross-

sectional approach, because it analyzes data on variables collected

over a period of time on a sample population or predefined subset.

(Echevarría, 2016; Hernández, Fernández and Baptista, 2014;

Kerlinger, 1986).

The study sample consisted of 90 teachers, distributed in 50 men and

40 women with a teaching degree at the primary level from ten Local

Educational Management Units of the Regional Education

Management of La Libertad, considering the proportional allocation

criterion. The sample was selected according to the criterion of

selection by registration of enrollment in a University

Complementation Program at a university in the city of Trujillo in the

2020-II academic semester. The sample was selected on the basis of

convenience or focused by the researchers. Teachers from two

provinces far from La Libertad were not included because they did

not have the necessary quota. For the selection of the sample, no

mathematical or statistical formula was necessary (Carrasco, 2009).

Table 1

Operationalization of variables

Variable

Operational definition

Dimensions

Holistic knowledge in

research

The holistic knowledge in

scientific research in teachers of

pedagogical training in terms of

the management of approaches or

review of the state of the art was

determined from the scores

obtained when applying a

standardized questionnaire.

Knowledge of

research

approaches.

Review of research

background.

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Research practice*.

The practice of scientific research

in pedagogical training teachers

with classroom work was

determined by means of scores

obtained from the application of a

standardized questionnaire

regarding the exploration and

observation of facts, as well as the

planning and implementation of

research actions.

Exploration and

observation of

phenomena.

Project planning

and

implementation.

Note: (*) The dimensions of research practice have been taken in

relation to pre-field actions. The actions related to formulation and

testing, and experimentation and demonstration have not been taken

into account due to the restrictions inherent to the COVID-19

pandemic period.

The research used two techniques to collect data. The survey as a

procedure that allowed, through its respective instrument, to collect

data on the two study variables on knowledge and practice of

research in virtual learning contexts. The instruments used were the

questionnaire on knowledge and practice of research in teachers,

which were previously validated: validity with expert judgment and

split-half reliability with values of r > 0.80. Prior to the

administration of both data collection instruments, the following

procedure was followed: elaboration, revision, validation and

reliability based on judges' criteria and statistical process.

The documentary analysis technique as a procedure made it

possible to collect information from written sources with relevant

information, both at the theoretical and empirical levels, on the

knowledge and research practice in the actions of basic education

teachers. The instrument used was the recording of data with the

support of summary and bibliographic cards on the information

regarding the study variables.

The data were processed using the following procedure:

Elaboration of the dimensional database in the two study variables.

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

Organization of data in tables with calculation of percentage and

position measurements

Organization of statistical figures with application of parametric

coefficient according to the respective normality test

The procedure for data processing and analysis was by SPSS software

and hypothesis testing by crosstabulation to see the degree of

association between variables using Spearman's Rho coefficient.

For the development of the research, fundamental ethical aspects

were taken into account: Informed consent of the participants, via

telephone; Law N° 30035, Law N° 29733, personal data protection

law; Legislative Decree N° 822, copyright law promoted by Concytec;

avoiding omissions of references due to plagiarism issues.

4. Results and discussion

Table 1

Levels of holistic knowledge in research in virtual learning contexts

in primary school teachers of regular basic education in La Libertad

-2020.

Dimensions

Scale

Level

Media

Ds*

(%)

Holistic

knowledge

0 - 4

Inadequate

4.4

7.8

2.0

25.9

5 - 8

Suitable

63.3

9 -12

Very

suitable

32.2

Note: Database of the variable holistic knowledge in scientific

researchby basic education teachers. Ds=standard deviation;

**CV=coefficient of variation.

In terms of holistic knowledge, the average score recorded was 7.8

points, which is at the adequate level insofar as it is included in the

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interval 5-8 and concentrates 63.3% of the elements of the sample.

The series of scores for the variable is characterized as homogeneous,

since the coefficient of variation equivalent to 25.9% is less than 33%.

These results confirm that the teachers in the sample have holistic

knowledge of research obtained as part of their professional training,

continuing education or as self-taught, and that at the sample level

they possess it in an analogous manner.

Table 2

Results of the dimensions of research practice in virtual learning

contexts in primary school teachers of regular basic education in La

Libertad -2020.

Dimensions

Sca

Level

Med

Ds*

CV (%)

** CV

(%)

Exploration

and

observation.

0 -

Under

2.2

8.0

1.9

23.6

5 -

Mediu

62.

9 -

High

35.

Planning and

implementati

on.

0 -

Under

11.

5 -

Mediu

53.

7.9

2.4

30.4

9 -

High

35.

Note: Database of the scientific research practice variable.

SD=standard deviation; **CV=coefficient of variation.

The results of the dimensions related to research practice show that

in the exploration and observation dimension an arithmetic mean of

8.0 points was obtained, which corresponds to the medium level and

accounts for 62.2% of the sample, while in the planning and

implementation dimension the average recorded was 7.9 points,

which also corresponds to the medium level and accounts for 53.3%

of the sample. It should be noted that the scores in these dimensions

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

are homogeneous because they register lower percentages of the

coefficient of variation of less than 33%. These results show that

teachers develop research activities in virtual learning contexts

during their teaching practice and indicate that it is analogous for the

various elements that make up the sample.

Table 3

Normality test of the holistic knowledge variable and the

dimensions of research practice by primary school teachers of

regular basic education in La Libertad -2020.

Variables/dime

nsions

Kolmogorov-

Smirnova

Shapiro-Wilk

Stati

stici

Sig.

Statistici

Sig.

Holistic

knowledge

0,18

0,00

0,953

0,0

Exploration and

observation

0,14

0,00

0,952

0,0

Planning and

implementation

0,13

0,00

0,941

0,0

Note. a. Lilliefors significance correction.

The table above represents the scores of the holistic knowledge

variable and the dimensions of the research practice variable for the

verification of the normality test; since the sample is larger than 50

items, the Kolmogorov-Smirnov and Shapiro-Wilk criterion is

assumed when observing the significance levels (sig.). It was found

that the holistic knowledge variable and the dimensions of the

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research practice variable do not have normal distribution because

the significance values are less than 0.05. As seen above, the contrast

statistic used was Spearman's Rho coefficient, which is represented

as rs.

Table 4

Formulation and testing of hypotheses for the association of

variables in primary school teachers of La Libertad in virtual

learning contexts during the COVID-19 pandemic.

Formulation of

hypotheses

α*

Decision

H0: There is no

relationship between

holistic knowledge

and research

practice.

rs = 0

: There is a direct,

moderate and

significant

relationship

between holistic

knowledge and

research practice.

rs > 0

0.0

The null

hypothesis,

H0, is

rejected and

the

alternative,

, is

accepted: the

relationship is

direct,

moderate and

significant

(p<0.05).

H01: There is no

relationship between

0.0

The null

hypothesis,

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

holistic knowledge

with exploration and

observation of

research practice.

rs01 = 0

Ha1

: There is a

direct, moderate

and significant

relationship

between holistic

knowledge with

exploration and

observation of

research practice.

rsa1> 0

H01, is

rejected and

the

alternative

hypothesis,

Ha1

, is

accepted: the

relationship is

direct,

moderate and

significant

(p<0.05).

H02: There is no

relationship between

holistic knowledge

with planning and

observation in

research practice.

rs02 = 0

Ha2

: There is a

direct, moderate

and significant

relationship

between holistic

knowledge with

planning and

observation in

research practice.

rsa2> 0

0.0

The null

hypothesis,

H02, is

rejected and

the

alternative

hypothesis,

Ha2

, is

accepted: the

relationship is

direct,

moderate and

significant

(p<0.05).

Note: Interpretations according to Ponce Renova (2020). (*)

Significance level, denoted as alpha, is the possibility of rejecting the

null hypotheses (H0,H01, H02) being true.

Before entering into the discussion in full, it is necessary to make an

account of the averages obtained in the holistic knowledge of teachers

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Reemberto Cruz Aguilar, Magna Ruth Meregildo Gómez, Danis Yanet Castillo Esquivel, José Theódulo

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have registered an adequate level. In relation to the variable, it is

observed that teachers have reached an adequate level having

registered an average of 7.8 points, placing them at a medium level,

which agrees with the research of Saavedra (2015), who found that

teachers are very favorable to show high indexes in research

competences and show it in their performance in their professional

profile, but differs from the results arrived at by De Durán, Marcano

and Moronta (2009). The medium level of holistic knowledge of

research constitutes a strength in educational research with a view to

studying the educational phenomena of the present thinking about

the future in order to achieve sustainability, which has been

considered as a goal by the UN and has been designed as a challenge

in AGENDA 2030. Precisely, sustainability is understood as the

capacity to preserve resources and adopt formulas to face changing

conditions, as indicated by Colás-Bravo (2021).

Regarding the practice of research, it can be seen that in the

dimensions of exploration and observation, planning and

implementation of projects by teachers have been located at the

medium level, results that agree with the study conducted by Junting

(2018), who found in teachers a regular level in the management of

teaching strategies and research skills, since most consider as regular

the teaching strategies applied in the classroom in the development

of curricular programs, although in this aspect it differs from the

present study that responded to virtual learning contexts. Likewise,

the results in the research practice agree with those of Saavedra

(2015), who investigated on research competencies in teachers

benefited by a didactic strategy for the pedagogical appropriation of

ICT, when these were basically support tools for teaching and

learning; however, currently the pandemic has brought them to the

forefront, as a fundamental means in the teaching-learning process at

various educational levels. Likewise, the results found place teachers

in a position to develop an adequate pedagogical action, as described

by López (2010).

In relation to the contrasts of the hypotheses, it is observed that,

between holistic scientific knowledge and research practice, there is

sufficient evidence to reject the null hypothesis because p = 0.049,

which indicates that there is a direct relationship with statistical

Holistic knowledge and research practice in teachers.

A study in virtual learning contexts during the COVID-19 pandemic

significance (p<0.05). And in relation to the theory on holistic

knowledge and practice by the teacher, it is confirmed that research

training is a crucial and important factor that teachers should have in

their training process, which constitutes a factor centered on

scientific knowledge. The training institutions have the duty to train

teachers with a researcher profile, considering that the action of

educating follows rigorous procedures that make it possible to

develop diverse knowledge in the student-teacher interaction. In this

perspective and in a dialectic dynamic, the educational system will

change course and teaching practice will improve. Educational

research must contribute to sustainability, to achieving sustainable

awareness. As Colás-Bravo, Magnoler & Conde-Jiménez (2018)

indicate, consciousness is the highest level of vital learning. Precisely,

a prominent author in the educational field, who appeals to the

theme of consciousness as the cornerstone of education is Freire

(1990), who argues that education resides precisely in

conscientization, in liberation (Freire, 2005).

5. Conclusion

Considering the variables of the study, a direct, moderate and

significant relationship was found between holistic knowledge and

research practice by primary school teachers of regular basic

education in La Libertad - 2020 during the COVID-19 pandemic

period, registering a value of rs=0.209 with p=0.049<0.05, so the

null hypothesis is rejected and the alternative hypothesis is accepted,

which indicates that the more holistic knowledge, the better the

research practice. Regarding the relationship between holistic

knowledge of research and each of the dimensions of research

practice, it was found that: there is a direct, moderate and significant

relationship between holistic knowledge with exploration and

observation of educational phenomena, which in the study registered

rs=0.410 with p=0.000<0.05, proceeding to reject the null

hypothesis and accept the alternate hypothesis; similarly, there is a

direct, moderate and statistically significant relationship between

planning and observation with knowledge in research, which in the

study registered rs=0.220 with p=0.037<0.05, which allowed

rejecting the null hypothesis and accepting the alternate hypothesis.

Precisely, the holistic knowledge of research, in terms of the

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management of approaches and review of the state of the art with the

exploration and observation of educational phenomena, and the

planning and implementation of research projects in the practice of

primary school teachers who are in middle levels and are associated,

turn out to be strengths that should be enhanced and taken

advantage of to direct research policies at the classroom level,

educational institution and educational system in general, whose

results would contribute to the improvement of children's education.

In this order of ideas, research should not only be associated by law

to university teaching, it should also be extended to teachers of

different educational levels, which would substantially result in the

improvement of educational quality; thus performance 32 of the

Framework for Good Teaching Performance (Ministry of Education,

2012), which states: "The teacher develops, individually and

collectively, research projects, pedagogical innovation", would cease

to be a simple declarative expression.

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