Browsing by Author "Masaquiza Pinto William Danilo"

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    La robótica educativa STEM y el aprendizaje del pensamiento lógico matemático en los estudiantes de tercero de bachillerato de la Unidad Educativa Luis Alfredo Martínez
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-27) Masaquiza Pinto William Danilo; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática
    The research focuses on the importance of creating innovative teaching tools that help students to develop logical-mathematical thinking. The main objective of the study was to examine how educational robotics within the STEM approach influences the logicalmathematical learning of high school students at "Luis Alfredo Martínez" School. The STEM approach is based on the design, construction, and programming of robots to teach concepts, it is not limited to just specific subjects, it also encourages connections between different areas of knowledge. To do this analysis, a quasi-experimental, cross-sectional, and correlational design was used for this analysis. A quantitative approach was employed, which means to collect numerical data through surveys to analyze relationships between variables and test hypotheses, using statistical techniques to validate the predictions. The research methods include documentary, bibliographic, and fieldwork, where researchers collected data through tests taken before and after the intervention (pre and post-test) consisting of 10 questions. The population was made up of 108 third year high school students, the sample is nonprobabilistic of 23 students from "C" group formed the experimental group, while students from "A" group were the control group. The results show that after applying the STEM educational robotics program, logical-mathematical thinking improved significantly, the data that are evident in the mean of the pre-test 7.00 and the post-test 9.30, testing the alternative hypothesis, the Mann Whitney U statistic was applied with SPSS. The results indicate that the experimental group using STEM educational robotics had a median score of 9,29, which was higher than the control group's median of 8,69, suggesting that the intervention improved students' logical-mathematical thinking. The results suggest that educational robotics is an effective tool for developing advanced cognitive skills in mathematics and highlights its potential not just as a teaching resource, but also to motivate students in their learning process.