Dificultades en las áreas básicas del aprendizaje (lectura, escritura, matemáticas) y detección de los niveles de estrés cotidiano infantil en estudiantes de tercer año de Educación General Básica (EGB) en instituciones educativas en la ciudad de Loja en el año 2025

Abstract

Abstract: This study aimed to analyze difficulties in the basic areas of learning (reading, writing, and mathematics) and children s daily stress levels in third-year EGB students from educational institutions in the city of Loja in 2025. The methodology employed was a quantitative, non-experimental, descriptive, cross-sectional, and correlational design. Data collection involved the application of three instruments: PROESC, PREDISCAL, and IECI, administered to a sample of 46 students. The results indicated that the area with the highest percentage of difficulties was writing (65.2%), followed by sentence construction (60.9%), mathematical fluency (56.5%), and calculation (45.7%). Regarding stress levels, although most students did not exhibit high levels, 37% showed mild symptoms and 10.9% presented severe symptoms. Finally, no statistically significant correlation was found between daily stress and learning difficulties, suggesting the potential influence of other factors. This study provides relevant insights for the development of psychopedagogical strategies that foster academic and emotional growth.