Dificultades en las áreas básicas del aprendizaje (lectura, escritura, matemáticas) y detección de los niveles de estrés cotidiano infantil en estudiantes de quinto año de Educación General Básica (EGB) de instituciones educativas de la ciudad de Loja

Abstract

Abstract: The aim of this study was to analyze difficulties in reading, writing, and mathematics, as well as levels of daily stress in children, in a probabilistic sample of 58 fifth-year students in General Basic Education (EGB) from educational institutions in the city of Loja. The study followed a non-experimental quantitative approach, with a cross sectional, descriptive, and comparative design. The PROESC, PREDISCAL, and IECI instruments were used, with prior informed consent and assent. The most relevant results showed greater difficulties in the area of calculation and writing processes. Regarding children's daily stress, the total score did not reflect significant data; however, in specific contexts, such as school and family, high levels were identified. In addition, a weak negative relationship was found, indicating that higher levels of stress were associated with lower writing performance. It was concluded that the main difficulties were concentrated in arithmetic and writing, influenced especially by school and family stress, showing that increased daily stress directly affects performance in writing processes.