Social skills and school coexistence in students of Santa Rosa de Lima

Educational Institution of Suarez-Tolima

……………………………………

Habilidades sociales y convivencia escolar en estudiantes de la Institución Educativa

Santa Rosa de Lima de Suárez-Tolima

Yury Lorena Sandoval Guerra

Nelly Yaritza Vásquez Romero

ABSTRACT

The present research is correlational, where

the relationship between the study variables:

social skills and school coexistence is

determined. For this purpose, a sample of 45

students was considered, to whom the EHS

scale (Social Skills Scale) was applied to

determine social skills and assertiveness

capacity in adolescents and adults (Gismero,

2000). For the school coexistence variable, a

Likert-type questionnaire of our own

elaboration was used. As part of the objectives,

the relationship between variables was

determined by applying a parametric

statistical test (Spearman's correlation

coefficient).

Keywords: social skills, school life, an the

educational institution

Revista investigación, desarrollo educación,

servicio, trabajo (ID EST)

Vol 1 – No 2

July - December 2021

e-ISSN 2745-1194.

Pag 22 - 41

Received: November 23, 2020

Approved: March 12, 2021

…………………………………….

Psychologist. Researcher of the Foundation

of higher studies Monsignor Abraham

Escudero Montoya. Tolima, Colombia

tecnoyury19@gmail.com,

https://orcid.org/0000-0003-1438-6752

Psychologist. Researcher of the Foundation

of higher studies Monsignor Abraham

Escudero Montoya. Tolima, Colombia

neyavaro.2018@gmail.com

https://orcid.org/0000-0002-8463-5235

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

RESUMEN

La presente investigación es correlacional, donde se determina la relación entre las

variables de estudio: Habilidades sociales y Convivencia escolar. Para esto, se

consideró una muestra de 45 estudiantes, a los cuales se les aplicó la escala EHS

(Escala de habilidades sociales) para determinar las habilidades sociales y la capacidad

de asertividad en adolescentes y adultos (Gismero, 2000). Para la variable de

convivencia escolar, se utilizó un cuestionario tipo Likert de elaboración propia. Como

parte de los objetivos planteados, se determinó la relación entre variables, para ello se

aplicó una prueba estadística paramétrica (coeficiente de correlación de Spearman).

Palabras clave: habilidades sociales, convivencia escolar, institución educativa.

Introduction

This research focused on the importance of the development of social skills and

coexistence of secondary school students of Santa Rosa de Lima School. The current

problem perceived in the students of the educational institution is the difficulty of

establishing interpersonal relationships with other members, demonstrating

inadequate behaviors that disrupt social skills and school coexistence. In addition, it

is observed that they are not able to ask for a favor correctly, solve conflict

circumstances, which makes difficult the development of their learning. This is why, it

is essential to develop social skills in students as it might guarantee better coexistence

with others evidenced in their interpersonal relationships and preventing problematic

situations and conflict, Flores (2007, cited in Cáceres, 2017). Hence lies the

importance of students’ social skills, as these are necessary for them to develop in the

different contexts where they develop. In this way, social skills influence their

adaptations to social systems through interpersonal relationships, and thus improve

school coexistence at school.

Likewise, coexistence begins with people from the same family nucleus and from there

it extends to other different contexts. The school becomes a space that also allows the

integration and interaction of children with different people, which implies acquiring

skills necessary to achieve acceptance of other people. In other words, a good

coexistence helps to strengthen the teaching and learning process in students.

Carretero (2008, cited in Ahumada, Orozco, 2019).

This research applies a quantitative approach, of a mixed descriptive-correlational

type to determine the relationship between the two variables. Thus, for the social skills

variable, we intend to use the EHS scale, which measures assertiveness and social

skills in adolescents and adults (Gismero, 2000). Similarly, for the school coexistence

variable, a Likert-type questionnaire of our own elaboration was used. After obtaining

the results of the instruments mentioned above, a parametric statistical test

(Spearman's correlation coefficient) was applied to achieve the objective of the

research.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

In terms of background, there is Becerra (2017) in his research entitled: "Social skills:

An effective tool in the religion class of 7th grade students of O`Higgins school of

Melipilla", which aimed to improve school coexistence in 7th grade high school

students of that school to promote the development of social skills in the religion class.

Therefore, this thesis shows a qualitative research work. The sample used in this

research consisted of 7th grade students. They were 34 students; 11 females and 23

males. Subsequently, an intervention designed to improve the development of the

most discussed social skills discipline was carried out during 6 subjects. Finally, a

questionnaire was administered at the beginning of the program by means of which,

behavioral changes were demonstrated in the students. The results of both

questionnaires were analyzed by comparing the frequencies of the answers given by

the students, which were shown in graphs.

The conclusions indicated that when a teacher bases his or her pedagogical practice on

seeking changes in interpersonal relationships through teaching, he or she favors these

instances with peers in the classroom, improves school coexistence and the

development of students' social skills.

Another research by Cáceres (2017) in his work entitled: "Social skills and school

coexistence in third year high school students in educational establishments of

network 12 of Chorrillos of César Vallejo University of Peru" determined the

relationship between social skills and school coexistence. The research was focused on

quantitative basic type with a non-experimental-cross-sectional-correlational design

in which, there were two variables. In addition, the population consisted of 394

students from three educational institutions of Chorrillos network. Therefore, the

sample consisted of 195 students. The survey was also used as a technique for

collecting information on the variables school coexistence and social skills.

The result of the research indicated that: there is a relationship between the two

variables, which are social skills and school coexistence in the students of third year of

high school of the educational institutions of network 12 of Chorrillo. The existence of

conflicts around school coexistence was also found as a result. That is, the regulated

level of coexistence indicates that there may be problems of empathy, treatment and

respect in the rules of coexistence that are not executed in class.

Ramirez (2016) in his research "School coexistence in secondary education

institutions: a cross-cultural study from the student perspective" refers that the main

objective of this doctoral thesis was to examine the coexistence in schools in different

countries from the point of view of the student community. Their differences and

similarities were investigated by determining the different profiles in these countries

through an instrument that collects the peculiarities of the required techniques.

Therefore, the population is made up of students from Argentina, Spain, Mexico and

Puerto Rico male and female genders, who were enrolled in both public and private

schools, generally between 11 and 18 years of age.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

The methodology was quantitative with a non-experimental descriptive cross-

sectional research design. An instrument was used whose technical characteristics

were analyzed as part of the research study. The product obtained by means of

different analyses showed that students positively appreciated school coexistence in

their respective schools. However, when relating the types of aggressions among the

different countries, they found a statistically higher difference.

Gaspar (2017), in his research study entitled "Social skills and school coexistence in

students of the VI cycle, of educational institutions, Red 13, Carabayllo, 2017 of Peru"

aims to establish the relationship between social skills and school coexistence in high

school students. Therefore, this study was quantitative in approach, its design was

correlational. In addition, the sample of this research was formed by students of the

educational centers that are within the Educational Network 13-Carabayllo, UGEL 04

of Comas, as well as students who were enrolled in 2017, who were chosen

probabilistically. The technique that was used for this research was the survey, also the

instrument to collect the information was the questionnaire. In order to define the

validity of the instruments that were named above, in addition, the judgment of

experts in the subject was used, likewise the reliability was assessed using the

Cronbach's Alpha Coefficient with a result of 0.767 where it could be evidenced in the

social skills questionnaire and 0.876 in the school coexistence questionnaire. Finally,

the product of the tests concluded that there is a significant relationship (r=0.756;

p<.05) between social skills and school coexistence in the students of the VI cycle, of

the educational institutions, Red13, Carabayllo. They concluded that the greater the

development of social skills, the better the school coexistence.

Rivera, D (2016), in his research: "Development of assertive communication social

skills for the strengthening of school coexistence with Seventh grade students, at the

Universidad Libre Bogotá Colombia", which main objective was to promote the

development of social skills, based on a pedagogical proposal to contribute to the

strengthening of school coexistence of Seventh grade students of IEDIT Rodrigo de

Triana. It is based on a qualitative approach and an action research design. The

participants of this study were seventh grade students with ages ranging between 11

and 13 years old. It was located in the area surrounding the educational institution

(patio bonito- locality & Kennedy of Bogota). They belong to strata 1 and 2. In addition,

the participation of 9 teachers and 1 coordinator was obtained. The basic technique

used was documentary review, focus group, meeting with students (problem tree) and

finally semi-structured interviews as part of the evaluation and feedback of the

process. The results obtained indicate that the development of assertive skills allows

the improvement of coexistence and relationships among students achieving the

solution of conflicts.

Bolaños, L, Roa, M (2015) developed the research: "Analysis of school coexistence in

two educational institutions in Bogota from public policy contained in the law 1620 of

2013". The objective of this research is to analyze school coexistence from the law 1620

of 2013, which created the "National System of school coexistence and training for the

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

exercise of human rights, education for sexuality and the prevention and mitigation of

school violence". It was developed in two educational institutions in Bogota; one of

state character, at Manuelita Saenz School and another of private character, at Nueva

Alianza Integral School located in the fourth district of San Cristobal. The sample that

was taken to obtain the results consisted of 8 teaching directors: 2 rectors, 2 academic

coordinators, 2 coexistence coordinators and 2 counselors, 6 teachers and students of

ninth, tenth and eleventh grades of the institutions taken for the study. To this

population a semi-structured in-depth interview was applied with the purpose of

obtaining the pertinent data to make the corresponding analysis.

Castañeda and Mesa (2018) in their research work entitled "Strengthening school

coexistence in the first grades of basic secondary education" aims to strengthen

coexistence in students of first grades of basic secondary education at Ana Gómez de

Sierra school in Rio Negro, and Escuela Normal Superior in Sonsón. This research

work identified school problems that affected coexistence, characterization of the

students and designed a proposal of intervention in the classroom. The purpose was

to develop citizenship competencies to strengthen self-esteem, coexistence and respect

for themselves and for others as factors that favor academic performance". The

approach and method were complemented with the use of interactive techniques of

social research, which contributed to the subjects expressing the world as they

understand it, as well as the participant observation technique and the semi-

structured interview, which allowed identifying the problems affecting coexistence

and characterizing the population. The research process was structured in three

phases: contextualization; systematization and interpretation of the information, and

the design of a classroom intervention proposal. These were developed simultaneously

given the qualitative approach that determines that the process is dialectical and non-

linear. A brief description of each of them was done. With a population of students in

grades six, seven and eight: sixth, seventh and eighth grades, it was also found that

both in the process of participatory observation (for more than eight months) and in

the realization of awareness and diagnostic workshops, it was evidenced that the

students of the intervened groups do not present serious behavioral problems.

However, the first grades of junior high school (sixth to eighth) are the ones that have

the most difficulties in terms of coexistence due to repeated non-compliance with the

rules described in the manual, as shown by the responses obtained in the workshops,

in which they expressed verbal abuse among themselves and towards teachers, and

mocking behavior, bullying, cyberbullying, finger-pointing and discrimination.

Prieto, M (2015) thesis proposal called "Social skills as a strategy to improve school

coexistence of a group of students of cycle 3 and 4 of the Usminia School in the city of

Bogota" aimed to evaluate the effect of the application of the training program in social

skills on school coexistence of students of cycle three and four of the Usminia School.

The population and sample for the study were 60 students in grades 6 and 8 between

10 and 15 years of age from the headquarters of strata 1 and 2, which are from 14

neighborhoods surrounding the institution. The selection of these grades was made

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

taking into account that those are the groups that evidenced the greatest difficulties in

coexistence. The results were analyzed based on the triangulation of two variables:

interpersonal relations and conflict resolution. The research was a quantitative

analysis of the statistical results obtained in a pre-test and post-test intra-group

comparison, which aimed to verify the result after the social skills training program

applied to the students. The perception of each of them after the application of the

program was collected. It was found that the social skills training program applied

improved the relationship between peers and thus the school coexistence.

A research by Muñoz, N (2020): "Life skills within the educational context" from

Universidad Cooperativa de Colombia was conducted at Gabriela Mistral Educational

Institution in the city of Popayán. A design and implementation of a program for the

promotion of life skills of students within the classroom and prevention of low

academic performance was made. The sample were 159 students, 100 parents and 16

teachers. An exploratory practice was conducted. As a result, there was an increase in

life skills among peers, and there was also a decrease in low academic performance of

students.

Uribe (2015), carried out the research: "School coexistence from the perspective of

resilience" at the Universidad Libre de Colombia Faculty of Education Sciences. It was

-action and descriptive type of research. The objective was to identify the processes of

school management and resilience in the school. 529 students from the second to fifth

grades of primary school between 7 and 12 years of age of both female and malegender

were sampled. The instrument used was non-participant observation and interview

with the directors. The result of the instrument was that the directors, counselors and

teachers assumed school coexistence as a means of interaction with the other, where

their differences among others and interpersonal relationships were accepted. Finally,

it is concluded that coexistence is strengthened through agreements and that the

understanding and solution of conflicts among peers was reached.

Gil and Muñoz (2014) developed a research work entitled "Diagnosis of the situation

of school coexistence of the educational institution San Simón, Ibagué Tolima". The

objective was to diagnose the situations of school coexistence from the particularities

of family, social, economic and external cultural characteristics that affected

interpersonal relationships. Therefore, it was taken as a sample of the 10 groups of

sixth grade existing in the institution. According to the results of the research, it was

shown that a strategic plan was necessary to mitigate aggression focuses that may

affect students in their daily lives and may not allow them to develop in an adequate

environment.

Devía (2018), developed a research work: "Strengthening of social skills through

cooperative work in fourth grade students of Manuel Antonio Bonilla of the

educational institution San Isidoro of the municipality of Espinal, Tolima", Colombia.

The objective of this research was to determine the scope of "Cooperative Work" in the

strengthening of "Social Skills" in fourth grade students of Manuel Antonio Bonilla

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

school. The participating population consisted of 31 fourth grade students, 19 girls and

12 boys between 8 and 11 years of age. In conclusion, the research yielded positive

results in terms of "Strengthening Social Skills"; since the students were able to

establish authentic reciprocal relationships with their peers. In the same way, it leaves

other significant contributions that contributed to the improvement of each student as

a human being, since they had the opportunity to be creative according to their abilities

and were able to interact positively not only with their classmates but also in other

environments such as the family and with students of higher grades.

After reviewing the background, the following research question is posed: What is the

relationship between social skills and school coexistence of 6th and 7th grade high

school students at Santa Rosa de Lima Educational Institution in Suarez-Tolima?

Based on the above, the preponderance of the present article is inferred because the

knowledge and study of the social skills of students in educational institutions

essentially founds the pedagogical and attitudinal practices that tend to strengthen the

school process, contributing to the school contexts the education and development of

all children and adolescents. In this way, Raffo and Zapata (2000, cited by Cáceres,

2017) consider "social skills as learned and acquired behaviors, which allow

individuals to relate satisfactorily with others". That is to say, social skills are given

through learning acquired by the family environment, and that through their

development it helps the individual to have better interpersonal relationships.

Likewise, educational contexts facilitate the exercise and social practice of students,

since the person interacts with his/her environment in a particular way, relating with

others and taking experiences from his/her life, applying them to concrete situations

that arise in their daily life. In this way, it is possible to understand that the

development of social skills allows the strengthening of a more adequate school

coexistence. This is confirmed by Roca (2014, cited in Betancourth et al, 2017), who

mentions that social skills are important for the social and personal development of

students because those are habits and behaviors that are learned through observation,

where emotions and thoughts favor the increase of interpersonal relationships based

on the acquisition of their own interests without neglecting the rights, thoughts and

feelings of others, which allows finding safe solutions for both parties when they come

into conflict. For this reason, it is proposed in this research to stablish a correlation

between these variables in order to determine actions that will result in the

improvement of school coexistence.

According to Uribe (2015), the school is an important factor for the construction of

values that allow a healthy coexistence. Within the school, social processes are

developed in students that allow determining interaction and dialogue forming a

healthy coexistence within the school context, which is necessary for the formation of

the person academically and socially.

Mainly, it can be said that throughout the years human beings have developed and

evolved at the level of coexistence, that is to say, that basically human beings have

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

learned to live in community, facilitating an environment of communication and

personal development favoring interpersonal relationships. For Martínez-Otero

(2001) coexistence is "referring to life in the company of other people, human life is

only possible if there is a participation of others in it". (p. 296).

In this way, it contributes to educational psychology since, it determines the

relationship of two fundamental variables for an educational context; also, the

knowledge that will be given through the research contributes to teachers for the

implementation of actions such as projects and educational programs to strengthen

social skills and school coexistence of students. Therefore, the Educational Institution

can deepen about this correlational study to use knowledge as a basis for the

development of the teaching process in their students.

Theoretical framework

Urie Bronfenbrenner (1987) presents the levels: Microsystem, Mesosystem,

Exosystem and Macrosystem. He calls the microsystem the environment and

interactions that the individual has (the family); the Mesosystem comprises the

interrelations of two or more environments in which the individual participates, such

as the relationship between family, school, or between family and friends; in the

Exosystem are the wider contexts that do not integrate the person such as workplaces;

in the Macrosystem the culture and subculture, in which the person develops, are

integrated and also the family environment that plays a very important role in the

enhancement of the individual's social skills, improving their intrapersonal and

interpersonal intelligence.

On the other hand, the ecological model of Urie Bronfenbrenner, 1987 (cited in

Altamiranda et al, 2016) highlights the importance of different environments or

settings, which set in motion social skills as a fundamental axis of healthy coexistence

and development of an integral life. It is necessary to emphasize that the context where

we interact is a lasting change in the way the person perceives the environment that

surrounds him/her (his/her ecological environment) and in the way he/she relates to

it and to others, proposing a perspective in their development.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Figure 1. Ecological Theory

Note: the image shows that environmental factors are very important in human beings

since, individuals are born with a series of genetic conditions that develop according

to the contact that the person has with their environment or system that influences

them.

Psychological skills

According to Vygotsky, mental functions are acquired through social interaction, since

they are mainly based on sociocultural learning and occur throughout the individual's

life cycle.

The potential for individuals to develop psychological skills depends on interaction

with others and is part of the zone of proximal development. The zone of proximal

development is fundamental in people as the learning process takes place in the social

environment, interacting with others. Thus, learning in school always has a history

before entering it, every child has already had experiences before entering the school

phase, therefore, development and learning are interrelated from the first days of the

child's life (Vygotsky, 1979).

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Figure 2. Zone of proximal development

Note: the figure shows the distance between the actual level of development, which is

determined by a person's ability to solve a problem independently, and the level of

potential development, which is determined by the ability to solve a situation under

the guidance of an older person.

Materials and methods

Design The present article "Social skills and school coexistence in the students of

Santa Rosa de Lima Educational Institution of Suarez-Tolima" corresponds to a

quantitative research oriented to the description of the relationship between the two

variables. For this, the application of two instruments was carried out, of which for the

Social Skills variable, a Likert-type scale consisting of 33 items whose purpose is to

evaluate social skills was taken. For the variable of school coexistence, a self-made

Likert-type School Coexistence Questionnaire, whose objective is to evaluate the

school environment and the relationship between peers in the educational community.

Participants: The participants of the study were a sample of 45 students of Santa

Rosa de Lima Educational Institution in Suarez-Tolima from grades 6 and 7 of high

school with ages ranging between 11 and 14 years old.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Instruments: The instruments used to obtain information on the variables were the

Social Skills Scale by the author Elena Gismero, which measures social skills, and the

School Coexistence Questionnaire, which measures the school environment and the

relationship between peers in the educational community, both of which were

randomly completed by the students.

It has 6 factors to evaluate: self-expression in social situations, defending one's rights

as a consumer, expressing anger or disagreement, saying no and cutting off

interactions, making requests and initiating positive interactions with the opposite

gender. The modes of application are clinical, educational and research with

adolescents and adults.

On the other hand, the School Coexistence Questionnaire is an instrument consisting

of 25 items, which measures the school environment, the relationship between the

actors of the educational community. The questionnaire was subjected to an

evaluation. First of all, a thorough documentation was carried out to define exactly the

concept of school coexistence. This made it possible to define each of the concepts that

helped to establish the items contained in the questionnaire. After this, the

questionnaire was submitted to the evaluation of experts in School Coexistence

(rector, guidance teacher and psychology professionals), who analyzed and judged

each of the items contained in the questionnaire, to determine the capacity of this

instrument to evaluate the School Coexistence of the students. With this process, it

was possible to provide the content validity required by the questionnaire to meet the

objective of the research.

After this, a pilot test was applied to 10 students belonging to the sixth grade of a public

educational institution. With this process, the relevance and effectiveness of the

instrument was tested. Likewise, this made it possible to observe the conditions of the

application and the procedures related to it. Based on the results of the pilot test, the

initial reliability and validity of the instrument were calculated by means of

psychometric analyses corresponding to the reliability, finding the Internal

Consistency Index by means of Cronbach's Alpha statistic, which offered a validity

index of 0.82.

Procedure

This research work was carried out in three phases:

Exploration Phase: First, a documentary review was carried out, the theoretical

framework was constructed and an approach was made to the educational community

through telephone calls, where the relationship between evaluators and researchers

was established.

Description and Analysis Phase: A contextualization of the case study was carried

out, where the sixth and seventh grade high school students were selected according

to age and population criteria, and the spatial context was characterized and the

information was organized.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Interpretation Phase: In this phase the results obtained in the previous phases will

be interpreted, and the results will be evaluated and tabulated.

Results and Discussion

Description of the results of the variable: Social Skills.

Table 1. Self-expression in social situations subscale

N°

Low social skills

42.2

Medium social skills

42.2

High social skills

15.6

Total

100.0

Source: own elaboration (2020)

In Table 1, it is evident that 42.2% of the students have low ability of self-expression

in social situations, 42.2% have medium ability and 15.6% have high ability.

Table 2. Subscale of Defense of own rights as a consumer.

N°

Low social skills

51.1

Mediumsocial skills

33.3

High social skills

15.6

Total

100.0

source: own elaboration (2020)

Table 2. shows that 51.1% of the students have low ability to defend their rights as

consumers, 33.3% have medium ability and 15.6% have high ability.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Table 3. Expression of anger or disagreement subscale.

N°

Low social skills

37.8

Mediumsocial skills

40.0

High social skills

22.2

Total

100.0

source: own elaboration (2020)

In Table 3, it is evident that 37.8% of the students have low ability in expressing anger

or disagreement, 40.0% medium ability and 22.2% high ability.

Table 4. Subscale of Saying No and Cutting Interactions.

N°

Low social skills

35.6

Mediumsocial skills

40.0

High social skills

24.4

Total

100.0

Source: own elaboration (2020)

In Table 4, it is evident that 35.6% of the students have low ability to say no and cut

interactions, 40.0% medium ability and 24.4% high ability.

Description of the results of the variable: school coexistence.

Table 5. School Environment Subscale

N°

Never

2.2

Almost never

11.1

Sometimes

80.0

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Almost always

6.7

Total

100.0

Source: own elaboration (2020)

In Table 5, it is evident that 2.2% of the students never have an adequate school

environment, 11.1% almost never have it, 80.0% sometimes have it and 6.7% almost

always have it.

Table 6. Relationship with peers subscale

N°

Never

2.2

Almost never

8.9

Some times

55.6

Almost always

33.3

Total

100.0

Source: own elaboration (2020).

In Table 6, it is evident that 2.2% of the students never have adequate peer

relationships, 8.9% almost never do, 55.6% sometimes do, and 33.3% almost always

do.

Table 7. School Coexistence Questionnaire

N°

Never

2.2

Almost never

4.4

Sometimes

84.4

Almost always

8.9

Total

100.0

In Table 7, it is evident that 2.2% of the students never have adequate school

coexistence, 4.4% almost never have it, 84.4% sometimes have it and 8.9% almost

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

always have it. Of the correlation between the Evaluation of Social Skills and the

School Coexistence Questionnaire, we have that the value of Sig. (Bilateral) is greater

than 0.05 then, there is no correlation between the tests. On the other hand, if the

value of Spearman's Rho correlation coefficient ρ = 0.112 is analyzed, it indicates that

there is very low correlation between the two tests.

Descriptive results of the variable showed that 37.8% of the students have low level of

social skills, 44.4% had average level and finally, 17.8% reached high level; according

to the results of the evaluation of social skills, it was observed that most of the students

have difficulties in the development of social skills. Thus, it is important to implement

programs in educational institutions that facilitate the training of social skills and the

solution of coexistence problems in order to improve the quality of life of the members

of the educational community. As stated by Perez (2000, cited in Sullca, 2018), the

development of social skills facilitates social interaction and meaningful learning. The

student with skills builds his own knowledge and is academically motivated obtaining

the achievement of higher performance and participatory communication in the

school context.

According to the results of the variable school coexistence, it was found that 2.2% of

the students never have adequate coexistence, while 4.4% stated that they almost

never have it, 84.4% sometimes have it and 8.9% indicated that almost always.

Interpreting the results, it was observed that students present difficulties in terms of

school coexistence. In the perception is reflected low communication, empathy and

coexistence rules are not met in the classroom and that low relationship with their

peers is evidenced. Due to this, it is necessary for the educational institution to develop

proposals such as workshops, programs and evaluations that measure attitudes, social

competencies and the management of social skills of students in order to improve

school coexistence. In this way, for Ortega, Del Rey and Sanchez (2012, cited in Sullca,

2018) school coexistence is the set of interpersonal relationships that is based on

respect that is being built in the daily experience expressed in the interrelation

This is why it is necessary to strengthen it, since an adequate coexistence favors and

benefits the teaching and learning process of the students.

In the results given by the two tests, it was found that the value of Sig. (Bilateral) is

greater than 0.05. There is no correlation between the two tests and the value of

Spearman's Rho correlation coefficient of ρ = 0.112 is analyzed, indicating that there

is very low correlation, but there is no significant relationship between the two

variables.

With respect to the hypotheses proposed in the research, it was verified by means of

Spearman's Rho correlation that there is no significant relationship between social

skills and school coexistence in sixth and seventh grade students of Santa Rosa de

Lima Educational Institution.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Conclusions

In the present study it was established to identify social skills and school coexistence

at Santa Rosa de Lima School. It was carried out by means of 6 factors of the Scale. For

the interpretation and evaluation of the factors, their respective values are assigned in

which the qualification of centile scores is made; then, the scales presented in the

manual are consulted in order to make the interpretation and with the help of the

centiles, the evaluator can have a global index of the level of social skills of the

individual. According to the results obtained by the test that evaluated the variable, it

was evidenced that the students do not present very low index in the factors to be

evaluated. Thus, it is important to continue strengthening students' social skills.

In addition, when characterizing these social skills, the four response alternatives

presented by the scale were taken into account, and by obtaining a higher overall score,

the individual expresses more social skills and assertiveness in different contexts.

On the other hand, when evaluating school coexistence, the application of the

Questionnaire was carried out in which, questions about the school environment and

the relationship with their peers were implemented from there the interpretation of

values and answers presented by the selected population was made.

This article was the result of research, through which the proposed objectives were

met, such as determining the relationship between social skills and school coexistence,

identifying the social skills developed by students, characterizing social skills and

evaluating school coexistence of 6th and 7th grade students of Santa Rosa de Lima

Educational Institution. In this way, the objectives were fulfilled, carrying out the

correlational study of the two variables.

References

Ahumada, A y Orozco, C. (2019). Entrenamiento de habilidades sociales: una estrategia

de intervención para el fortalecimiento de la convivencia escolar. Universidad de

la costa (tesis maestría en educación) Barranquilla, Colombia.

Altamiranda, R, Álvarez, G et al, (2016) Las Habilidades Sociales para la solución

asertiva del conflicto escolar, Trabajo presentado para optar el título de

Especialistas en Pedagogía de la Lúdica, Fundación Universitaria Los

Libertadores, Cartagena.

Bolaños, L, Roa, M (2015) En su investigación análisis de la convivencia escolar en dos

instituciones educativas de la cuidad de Bogotá, desde la política pública

contenida en la ley 1620 de 2013. Investigación para optar para al título de

Magíster en Educación.

Becerra, I (2017). Las habilidades sociales: una herramienta efectiva en la clase de

religión, de los alumnos del 7º básico del colegio O’Higgins. Universidad Finís

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Terrae facultad de educación, psicología y familia escuela de pedagogía en

religión. Tesis presentada a la Facultad de Educación, Psicología y Familia de la

Universidad Finis Terrae, para optar al grado de Licenciada en Educación.

Santiago, Chile.

Castañeda, S, Mesa, R (2018) Fortalecimiento de la convivencia escolar en los primeros

grados de educación básica secundaria, Universidad de Antioquia, Carmen de

viboral, Maestría en educación.

Cáceres, R. (2017). Habilidades sociales y convivencia escolar en estudiantes del tercer

año de secundaria, instituciones educativas de la Red 12, Chorrillos 2017(tesis de

maestría). Universidad Cesar Vallejo, Perú.

Carrera, B Y Mazzarella, C. (2001) Vygotsky: enfoque socio cultural. Universidad de los

Andes. Mérida, Venezuela. Educere, vol. 5, núm. 13, abril-junio, 2001, pp. 41-44.

Recuperado de: https://www.redalyc.org/pdf/356/35601309.pdf.

Cohen Imach, Silvina y Coronel, Claudia Paola (2009). Aportes de la teoría de las

habilidades sociales a la comprensión del comportamiento violento en niños y

adolescentes. I Congreso Internacional de Investigación y Práctica Profesional en

Psicología XVI Jornadas de Investigación Quinto Encuentro de Investigadores en

Psicología del MERCOSUR. Facultad de Psicología - Universidad de Buenos

Aires, Buenos Aires.

Chaico, D., y Leguía, A. (2015). Las habilidades sociales y el rendimiento escolar de los

estudiantes del 5to grado del nivel Secundaria de la II.EE. Pública. Universidad

peruana Cayetano Heredia. “Estados Unidos”. Lima

Dankhe, G. L. (1976). Investigación y comunicación, en C. Fernández-Collado y G.L.,

Danhke (Eds): “La comunicación humana: ciencia social". México, D.F: McGraw

Hill de México. Capítulo 13, pp. 385-454.

Delgado, A. (2017). Habilidades sociales en educación infantil.Universidad de Sevilla,

España. Recuperado de

https://idus.us.es/bitstream/handle/11441/70697/DELGADO%20GARCIA%20

ALBA%20ROCIO.pdf?sequence=1&isAllowed=y

Deontología y bioética del ejercicio de la psicología en Colombia (2016): Manual

Moderno, colegio colombiano de psicólogos, sexta edición.

Devia, M. (2018). Fortalecimiento de las habilidades sociales a través del trabajo

cooperativo en los estudiantes de grado cuarto de la sede Manuel Antonio Bonilla

de la institución educativa San Isidoro del municipio del espinal en el

departamento del Tolima - Colombia (tesis de maestría). Universidad del Tolima,

Ibagué, Tolima.

Diccionario etimológico. (s.f.). Etimologías. Recuperado de: dechile.net/?habilidad.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Fernández, M. (2007). Habilidades sociales en el contexto educativo. Chillan,

Chile: Universidad de Bio-Bio. Recuperado de

http://es.slideshare.net/yelitzasanchezortiz/tesis-habilidads-sociales-enel-

contexto-educativo.

Garretón, P. (2013). Estado de la convivencia escolar, conflictividad y su forma de

abordarla en establecimientos educacionales de alta vulnerabilidad social de la

Provincia de Concepción, Chile. Chile. Recuperado de

http://helvia.uco.es/xmlui/bitstream/handle/10396/11611/2014000000906.pd

f?sequence=.

Gil, L, Muñoz, O. (2014). Diagnóstico de la situación de convivencia escolar de la

institución educativa. Trabajo de grado como requisito para optar al título de

Magíster en Educación. Ibagué, Tolima.

Grimaldo, M. (2005). Manual de actitudes y valores. Lima: Universidad de San Martin

de Porres.

Goldstein, A. Sprafkin, R. Gershaw, N. y Klein, P. (1989). Habilidades sociales y

autocontrol en la adolescencia: un programa de enseñanza. Barcelona: Martínez

Roca.

Hernández, R, Fernández, C, Baptista, P (2014) Metodología de la investigación,

México: SEXTA EDICIÓN INTERAMERICANA EDITORES, S.A DE C.V.

Hernández, Fernández C. Baptista L. P. (2003): “Metodología de la Investigación”. Ed.

Mc Graw Hill. Chile. P. 117.

Laureano, C. (2018). Convivencia escolar y habilidades sociales en estudiantes de 2º

grado de secundaria en Instituciones educativas del distrito de San Martin de

Porres.Perú.

Ley 1620 del 2013, Recuperado de HYPERLINK

"http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/2013/LEY%2016

20%20DEL%2015%20DE%20MARZO%20DE%202013.pdf"

http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/2013/LEY%2016

20%20DEL%2015%20DE%20MARZO%20DE%202013.pdf.

Ley 115 de 1994, Recuperado de HYPERLINK

"https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=292"

https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=292

Ministerio De Educación Nacional. (2014). Guía N° 49. Guía Pedagógica para la

Convivencia Escolar. Bogotá, D.C, Colombia: Amado Impresores S.A.S.

Muñoz, N (2020) Habilidades para la vida dentro del contexto educativo, Trabajo de

grado para optar al título de Psicóloga, Universidad Cooperativa de Colombia,

Popayán. Recuperado de

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

https://repository.ucc.edu.co/bitstream/20.500.12494/16012/1/2020_habilida

des_vida_educativo.pdf.

Martínez-Otero, V. (2001) Convivencia Escolar: problemas y soluciones. Revista

Complutense de Educación. 12 (1). 295-318.

Onrubia, J. (2007). “Enseñar: crear zonas de desarrollo próximo e intervenir en ellas”.

En Coll, C. et al. “El constructivismo en el aula”. 18ª edición. Barcelona, España:

Editorial Grao.

Palomino, M, Dagua, A (2009). Los problemas de convivencia escolar: Percepciones,

Factores y Abordajes en el aula. Revista de investigaciones UNAD, Vol.8, N.2.

Prieto, M (2015) “Las habilidades sociales como estrategia para mejorar la convivencia

escolar de un grupo de estudiantes de ciclo 3 y 4 del colegio Usminia de la ciudad

de Bogotá”, universidad de la sabana facultad de Psicología.

Peña, P, Sánchez, J, Ramirez, J, et al (2017) La convivencia en la escuela. entre el deber

ser y la realidad, Revista Latinoamericana de Estudios Educativos

(Colombia), vol. 13, núm. 1, 2017, Universidad de Caldas.

Rama judicial, República de Colombia (2016). Constitución Política de Colombia

Edición especial preparada por la Corte Constitucional Consejo Superior de la

Judicatura. Recuperado de http://extwprlegs1.fao.org/docs/pdf/col127440.pdf.

Raven, E, (2016) enfoque constructivista a la enseñanza de la convivencia, ARJÉ.

Revista de Postgrado FaCE-UC. Vol. 10 N°19 .Julio–Diciembre 2016/ pp.461-

469. ISSN-e 2443-4442 , ISSN-p 1856-9153.

Ramírez, J (2016) Convivencia escolar en instituciones de educación secundaria: un

estudio transcultural desde la perspectiva estudiantil. Universidad complutense

de Madrid.

Retuert, G, Castro, P (2017) « Teorías subjetivas de profesores acerca de su rol en la

construcción de la convivencia escolar », Polis [En línea], 46 | 2017, Publicado el

12 junio 2017, consultado el 30 abril 2019. URL:

http://journals.openedition.org/polis/12395.

Rivera, D (2016) Desarrollo de habilidades sociales de comunicación asertiva para el

fortalecimiento de la convivencia escolar. Universidad Libre. Departamento de

posgrados. Maestría en educación. Énfasis en psicología educativa. Bogotá D.C.

Rosales, J. Caparrós, B. Molina, I. y Alonso, S. (2013). Habilidades sociales. Madrid.

España: McGraw-Hill Interamericana.

Saldaña, C., & Reátegui, S. (2017). El rol de las habilidades sociales en la aplicación de

un método para desarrollar el aprendizaje cooperativo: el aprendizaje basado en

proyectos. San miguel.

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July - Decembre 2021 e-ISSN 2745-1194. Pag 22-41

Sandoval, C. (2010) Análisis descriptivo de una experiencia de aprendizaje mediada

por el uso del software educativo aleks en cuarto año básico en el subsector de

matemática del colegio Boston college de Maipú. Universidad de Chile facultad

de ciencias sociales. Santiago-chile.

Sullca, P (2018) Habilidades sociales y convivencia escolar en los estudiantes del ciclo

inicial e intermedio del CEBA Nº 0086 José María Arguedas en el distrito de San

Juan de Lurigancho, 2017. Universidad de Cesar Vallejo, Perú.

Tamayo, L. y Tamayo, M. (1998). El proceso de la investigación científica. (4ª ed.).

México: Editorial Limusa, Noriega Editores. P.54.

Uribe, N (2015) La convivencia escolar desde la perspectiva de la resiliencia: un apoyo

a la gestión educativa, Trabajo de grado presentado para optar al título de

Especialista en Gerencia Educativa y Gestión Social, Universidad libre de

Colombia, Bogotá.

Vicente, G (2017) Habilidades sociales y convivencia escolar en estudiantes del VI ciclo,

instituciones educativas, Red 13, Carabayllo, 2017 Universidad César Vallejo.