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La investigación se enfocó en determinar la relación entre las inteligencias múltiples (IM) y el desarrollo de competencias básicas en estudiantes de la Facultad de Ciencias Sociales de la Universidad Nacional del Altiplano (UNA). La metodología se desarrolló bajo el enfoque cuantitativo con diseño descriptivo-correlacional. La población abarcó 8204 estudiantes de la cual se extrajo una muestra de 382 alumnos. Se utilizó un instrumento de tipo cuestionario para recolectar los datos, el cual fue validado y cuya confiabilidad resultó 0.86. El análisis de correlación de Spearman arrojó un valor de R=0.812 con un nivel de significancia p

The research was aim to determine the degree of relationship between syndrome FOMO (Fear of missing out) and written language students of Secondary Educational Institution “José Antonio Encinas” of Juliaca city, 2017. They used the descriptive-correlational design of such non-experimental, positivist paradigm and approach quantitative. The sample was intentional and not probabilistic, made up of students from the fifth grade of secondary, the which they were evaluated with instruments: the questionnaire Fear of missing out syndrome to measure syndrome Fear of missing out and a second questionnaire to measure written language. At the end of the investigation it was identified that the students present Fear of missing out syndrome, very frequently at a very high level, with a frequency that represents 41.37%. Likewise, it has been identified that 63% of students do not respect the spelling regulations, all evidenced in the level of use of the written language Chat. The results indicate that there is r = 0.89 **, of correlation between the two variables, which implies a high positive relationship between Fear of missing out syndrome and written language.

RESUMEN Este estudio abordo la estrategia de acompanamiento pedagogico y el rol docente en instituciones educativas secundarias, el caso de colegios Santa Rosa y Salesianos de San Juan Bosco - Puno Peru, como programas pilotos implementados con Jornada Escolar Completa de la ciudad de Puno durante el ano academico 2015. La investigacion fue no experimental de caracter transeccional, de corte descriptivo y correlacional; se recopilo informacion mediante una encuesta cerrada de sondeo de opinion a 92 docentes protagonistas al azar pertenecientes a las Instituciones Educativas Secundarias referidas. Los resultados indican que el nivel de acompanamiento pedagogico en el proceso de planificacion, desarrollo y evaluacion el nivel de desempeno docente en el dominio I y el dominio II se encuentran entre la categoria bueno (10%) muy bueno (85%) y excelente (5%) con un coeficiente r de Pearson = 0,763. Se concluye que el que existe una correlacion positiva alta y directa entre el acompanamiento pedagogico y el rol de los profesores como el factor preponderante del exito educativo en las instituciones educativas secundarias con Jornada Escolar Completa en la ciudad de Puno. Palabras Claves : pedagogia, aprendizaje, ensenanza, jornada escolar completa. ABSTRACT This study focused on the strategy of pedagogical support and the new role of the teacher in the pilot secondary educational institutions with full school day, Santa Rosa and Salesians of San Juan Bosco of the city of Puno Peru, during the academic year 2015. The research was non-experimental, transectional, descriptive and correlational. Data were collected using a closed survey of opinion poll of 92 protagonist teachers chosen at random. The results indicate that the level of teaching performance in the process of planning, development and evaluation, in domain I and domain II are between the good category (10%) very good (85%) and excellent (5%) with a Pearson's r coefficient = 0.763 **, so it is concluded that there is a high and direct positive correlation between the pedagogical support for the teacher and the new role of teachers as the main factor of educational success in secondary educational institutions with a full school day in the city of Puno. Keywords: pedagogy, learning, teaching, full school day