Holistic knowledge and research practice in teachers. A study in virtual learning contexts during the COVID-19 pandemic.

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 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.