Psychopedagogical proposal for improvement to increase student attention in a primary school

Abstract

The research aimed to determine the effects of a psychopedagogical proposal on increasing educational attention among primary school students. The study was conducted under a quantitative approach, using a quasi-experimental design with an experimental group and a control group, to which a pretest and post-test were applied in order to contrast significant differences and support valid conclusions. The sample consisted of 70 fifth-grade primary school students, evenly distributed into 35 students per group. The results showed that, after the implementation of the psychopedagogical proposal, the experimental group exhibited statistically significant increases in students’ attention, both at a global level and across its dimensions of selective, sustained, and divided attention, with significance values below 0.05. In contrast, the control group did not show relevant variations between the pretest and post-test. These findings confirm that the intervention had a positive and effective impact on the development of students’ attentional processes. During the execution of the program, a greater level of interest, participation, engagement, and concentration was observed among students in the proposed activities, clearly differentiating them from traditional pedagogical practices. In conclusion, the research demonstrates the relevance and effectiveness of the psychopedagogical proposal, recommending its sustained and multidisciplinary implementation across the different levels of Regular Basic Education as a strategy to strengthen cognitive processes and improve school learning.