Lateralidad homogénea y su relación con el rendimiento escolar.

Abstract

The following study identifies the relationship between defined homogeneous laterality and academic performance obtaining this last variable from the academic accumulated score in each student. With this objective, a sample of 42 students of 9 baccalaureate degree students have been selected from a school in the city of Cúcuta, Norte de Santander, where a laterality test called “Harris Test” was applied, a tool with which the teaching staff can measure the psychomotor skills in terms of superior, inferior, ocular and auditory laterality of their students and thus subsequently adapt an individualized, realistic and effective teaching. The results show a significant relationship between academic performance and homogeneous laterality in the areas of natural sciences, mathematics, social sciences, humanities, foreign language (English), physical education, artistic education; However, in the area of behavior, it is possible to establish that students with crosslaterality show a better behavior with a standard deviation of -171% than those with defined homogeneous laterality. Finally, as a result of these results, it is oriented to design a psychoeducational booklet aimed to improve the lateralization training processes in the first courses of the institution.