A Multisensory Program for Autonomous Learning in secondary school students from a public educational institution in the district of Imaza, 2025
DOI:
https://doi.org/10.70208/3007.8245.v6.n1.348Keywords:
autonomous learning, Multisensory program, sensory stimulationAbstract
The general objective of this study was to propose a multisensory program to strengthen autonomous learning among secondary school students from a public educational institution in the district of Imaza, 2025. The research followed a quantitative approach, basic in nature, with a non-experimental, descriptive-propositional design. The population consisted of 180 secondary school students, and the sample included 80 second-grade students selected through non-probabilistic purposive sampling. A 15-item Likert-scale questionnaire (1–5) was administered to assess the level of autonomous learning. The instrument demonstrated high content validity (Aiken’s V = 0.91) and excellent reliability (Cronbach’s α = 0.9585). Results indicated that 48% of the students were at the “In Process” level, 19% at the “Beginning” level, 23% at the “Expected Achievement” level, and 11% at the “Outstanding Achievement” level. Across the dimensions, most students were also classified at the “In Process” level in planning (36%), self-regulation (46%), and evaluation (41%). Based on these diagnostic findings, a multisensory program structured into nine sequential workshops was designed and validated by five experts, obtaining scores ranging from 88 to 93 points, corresponding to an “Excellent” rating. It is concluded that the proposed program demonstrates high pedagogical relevance, technical feasibility, and strong potential to enhance autonomous learning in vulnerable educational contexts.
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