Browsing by Author "Medina Hidalgo Marcelo Iván"

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    La inteligencia lógico matemática y el desempeño académico en la Unidad Educativa Rodríguez Albornoz
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Medina Hidalgo Marcelo Iván; Mayorga Ases María José; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemática
    The central problem lies in the fact that the student sector shows a low performance commonly in mathematics, evidencing significant difficulties in learning this subject. The objective of the research was to determine the contribution of logical-mathematical intelligence in the academic performance of seventh-year students of Basic General Education of the Rodríguez Albornoz Educational Unit in the city of Ambato. To address the problem, innovative pedagogical strategies were implemented based on the strengthening of logical-mathematical intelligence, with the aim of improving academic performance. The methodological design of the study was pre-experimental, using a mixed field modality approach with a longitudinal temporality with a pre-test and post-test with a single group of 33 students. Standardized tests were used to measure both the level of development of logical-mathematical intelligence and academic performance before and after the intervention. The results showed a considerable improvement in the academic performance of the students after the application of the strategies. In the pretest, 87.88% of the students did not achieve the expected learning, with grades below 4 points, while in the posttest, 54.55% managed to achieve the expected learning with grades between 7 and 8.99 points, and 3.03% dominated them, reaching grades above 9 points. The statistical analysis using the Student's t-test revealed that the differences between the scores obtained in the pretest and the post-test were statistically significant (p < 0.05), confirming that pedagogical strategies based on logical-mathematical intelligence have a positive impact on students' academic performance. These results validate the hypothesis that the development of logicalmathematical intelligence effectively contributes to improving mathematics learning. It is concluded that the continuous integration of these pedagogical strategies in the educational curriculum, as well as their adaptation and evaluation in other school contexts validate their effectiveness in different educational environments and levels, thus contributing to the general improvement of academic performance.