Carrera Educación Básica
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/421
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Item Las redes sociales y el desempeño académico en el área de ciencias naturales de los estudiantes de séptimo grado de educación general básica de la Unidad Educativa Canadá del cantón Latacunga(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-07) Guanotasig Chimba Ana Cristina; Miranda Ramos Darwin Patricio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research project analyzes the use of social media in the academic performance of seventhgrade students at Unidad Educativa Canadá in the city of Latacunga. This research is based on the construction of learning and seeks to promote the appropriate and responsible use of virtual platforms, preventing students from experiencing distractions. Rather, it serves as a pedagogical resource that helps students develop their skills and attitudes, improve their communication skills, and practice collaborative work. The research employs a mixed approach (qualitative and quantitative), using techniques such as a survey and interview with a 10-question item addressed to teachers and students. This was done with the aim of collecting statistical data on the use of social media in school learning. The results show that teachers do not have a complete understanding of whether or not students use social media for educational purposes. Barriers were noted, such as a lack of educational methods and tools to help strengthen their learning and a need to consider how the use of social media can also help strengthen their knowledge and improve their school environment. This project worked with 20 students and a Natural Sciences teacher. The research concluded with the need to prepare and train teachers with strategies and methods to help them understand this new digital education, promoting pedagogical practices that integrate communication, skills, collaborative work, creativity, and problem-solving. This approach is aligned with the needs of the current educational context. Descriptors: Behavioral, social, educationalItem El aprendizaje kinestésico en la enseñanza aprendizaje de la matemática en los estudiantes de tercer grado de educación general básica de la Unidad Educativa “Jerusalén” de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Muñoz Meneses Abigail Estefanía; Yungán Yungán Raúl; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe aim of this research was to analyze the influence of kinesthetic learning on the teaching and learning process of mathematics among third-grade students of Basic General Education at the “Jerusalén” Educational Unit in Ambato. A mixed methodology (qualitative and quantitative) was used, with an exploratory and descriptive approach, and conducted as field research. Data were collected through techniques such as structured observation, a teacher interview, and a diagnostic evaluation administered to the students. Previously validated instruments were used. The study population consisted of 17 students and one teacher, all of whom participated voluntarily. The results showed that a considerable percentage of students exhibit characteristics of the kinesthetic learning style and that pedagogical strategies based on this modality enhance motivation, participation, and understanding of mathematical concepts. To discuss the findings, statistical tables and graphs were generated which facilitated the analysis and interpretation of each research question. It is concluded that kinesthetic learning is an effective tool for improving both performance and attitude toward mathematics in third-grade children, provided that institutional support and teacher training are in place for its systematic and appropriate implementation.Item El recurso Montessori “Caja de sonidos” en el aprendizaje de lectoescritura con estudiantes de segundo grado de educación general básica de la Unidad Educativa “Bautista”, de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Albarracin Reyes Jarelly Natasha; Silva Mayorga Ana del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research, entitled «The Montessori Resource Sound Box in Literacy Learning among second-grade students of Basic General Education at the “Bautista” Educational Unit in the city of Ambato», is based on a mixed-methods approach that integrates both qualitative and quantitative data. It establishes three levels of inquiry: descriptive, explanatory, exploratory, and correlational. The study was conducted using a bibliographic-documentary and field analysis modality, with a sample of 29 students. The instruments applied for both variables included a highly reliable application through a pretest-posttest design and a structured interview directed at the teacher. The results of the study were analyzed using SPSS software version 25. Additionally, a standardized test, the paired-sample Student's t-test, was employed to compare pretest and posttest outcomes and to significantly evaluate the impact of using the Montessori resource as an intervention strategy—the Sound Box—in literacy learning among the students evaluated.Item Las prácticas laborales y el desempeño académico de los estudiantes de séptimo nivel de la carrera de educación básica de la Universidad Técnica de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sigcha Azogue Erika Michelle; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe purpose of this research was to determine the impact of work placements on the academic performance of seventh-level students in the Basic Education program at the Technical University of Ambato. To this end, a mixed-method approach was applied, combining quantitative and qualitative methods, with a descriptive scope, under a field approach and a non-experimental, cross-sectional design. The population consisted of 29 students and two teachers, who were administered a structured survey with a Likert scale and structured and semi-structured interviews with both students and teachers. The results obtained showed that work placements have a significant influence on strengthening students' professional, pedagogical, and academic competencies, allowing them to apply theoretical knowledge acquired in the classroom, develop technical skills, improve their self-confidence, and adapt to real-life educational contexts. It was also found that most students perceive that the lessons learned in class serve as a foundation for adequate performance during their internships, although the need to improve some pedagogical processes and teacher support is recognized. Likewise, teachers positively valued these experiences, noting that they contribute to consolidating teacher identity and the ability of future professionals to face diverse educational challenges. Finally, it is concluded that internships have a positive impact on academic performance, so it is recommended to strengthen the integration of theory and practice, diversify practice spaces, and improve feedback processes.Item La educación cultural y artística en el desarrollo de habilidades en artes visuales con los estudiantes de educación general básica superior de la Unidad Educativa “Bautista” de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Quisingo Núñez Ronald Kevin; Yungán Lema Jorge Vinicio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe present study, entitled “The Influence of Cultural and Artistic Education on the Development of Skills in Visual Arts among Upper Basic Education Students at the ‘Bautista’ Educational Unit in Ambato,” aimed to determine this impact. A mixed qualitative–quantitative approach was employed, at a descriptive level, with a non‑experimental, cross‑sectional design and a bibliographic‑documentary modality. The sample comprised 56 students who underwent observation and a questionnaire; the instruments (an observation sheet and a survey) were validated by two experts. The main findings reveal that only 10.7 % of students are always invited to observe their environment, whereas 48.2 % receive such invitations “rarely” or “very rarely.” Although 78.6 % accurately reproduce facial features, 82.1 % fail to harmonize colors or contrasts. Furthermore, 96.4 % do not employ layers, textures, gradients, or blending, and 89.3 % exhibit deficiencies in stroke and pressure control, despite 58.9 % claiming familiarity with these techniques. It is concluded that, as currently implemented, Cultural and Artistic Education does not optimally influence the development of visual arts skills. Students demonstrate a low level of technical proficiency. Even though they report frequently practicing colored‑pencil drawing and figure studies, this does not translate into effective mastery of the technique.Item Metodología del aprendizaje basado en problemas para la enseñanza de las cuatro operaciones básicas con estudiantes de tercer grado de educación general básica de la Unidad Educativa “Charles Darwin High School”, del cantón Pelileo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Vinueza Veloz Vanessa Jamileth; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research focused on the application of Problem-Based Learning (PBL) as an innovative methodology for teaching the four basic mathematical operations to thirdgrade students at “Charles Darwin High School” in the Pelileo canton. This approach emerges as an alternative to traditional teaching methods, which prioritize memorization and hinder the development of logical thinking. The study adopted a mixed-methods approach with a pre-experimental design, involving one teacher and 28 students. A pretest and a posttest were applied to assess the impact of PBL on academic performance, along with a questionnaire administered to the teacher. The results showed significant improvements in students' understanding and problem-solving skills in mathematics. PBL is highlighted as an active, student-centered methodology aligned with constructivist principles, fostering critical thinking, autonomy, and collaborative work. The data confirm that this strategy motivates students and enhances their fundamental mathematical skills. It is concluded that the Problem-Based Learning (PBL) methodology is effective in improving academic performance in the area of mathematics. Therefore, its implementation is recommended, accompanied by the use of appropriate teaching resources and ongoing training processes for the teaching staff.Item La lengua de señas para la inclusión educativa de estudiantes de primero, segundo y tercer nivel de la carrera de Educación Básica de la Universidad Técnica de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sánchez Guinzo Nicole Maribel; Chávez Fuentes Carmen Dolores; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaFaced with the challenges of achieving truly inclusive education at the higher education level, especially for students with hearing impairments, this research aimed to analyze the role of Ecuadorian Sign Language as a key tool for promoting inclusion within the Basic Education program at the Technical University of Ambato. The study was approached from a mixedmethods perspective. It allowed, on the one hand, to review the theoretical foundations of the use of sign language in inclusive educational contexts and, on the other, to assess the level of communication skills of both teachers and students. To collect information, Likert-type surveys and observation sheets were administered to a sample of 110 students and 10 teachers. The results showed that, although there was a favorable attitude toward inclusion, both students and teachers had limited knowledge of sign language. The inclusive practices found were scarce, unsystematic, and depended more on individual effort than on a clear institutional policy. It was concluded that sign language not only facilitates communication but also represents an essential linguistic and cultural right for deaf people. However, the lack of structured training, the shortage of interpreters, and the absence of specific institutional policies remain significant barriers to achieving full participation for this group. Therefore, it is suggested that sign language teaching be included in teacher training, that ongoing training programs be created, and that sustainable inclusive strategies be implemented.Item El aprendizaje cooperativo en el desempeño académico de la asignatura de Matemáticas de los estudiantes de sexto grado paralelo “A” de Educación General Básica de la Unidad Educativa “San Pío X”, ciudad Baños de Agua Santa(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Oñate Castro Shakira Liliana; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe objective of this research work is to analyze the impact of cooperative learning on academic performance in the Mathematics subject of sixth grade students, section “A”, at “San Pío X” Educational Unit, Baños de Agua Santa. This study falls under the line ofsocial and educational behavior research. It is highly relevant in the current educational context as it allows teachers to implement cooperative learning as an effective methodological strategy to improve academic performance. The methodology was based on a non-experimental, descriptive cross-sectional design with a mixed approach (quantitative-qualitative). Its modality was bibliographic, documentary, and field-based. The research reached a descriptive level. Techniques used included non-participant observation and structured surveys, with instruments such as a checklist and a questionnaire measured using a Likert scale. The results show that a high percentage of students believe that cooperative learning helps them understand and solve problems. Moreover, working in teamsis not only useful but also more motivating, encouraging active participation in class. It is concluded that cooperative learning has a direct, positive, and significant relationship with the improvement of academic performance.Item Las prácticas laborales y el desempeño académico de los estudiantes de séptimo nivel de la carrera de educación básica de la Universidad Técnica de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sigcha Azogue Erika Michelle; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe purpose of this research was to determine the impact of work placements on the academic performance of seventh-level students in the Basic Education program at the Technical University of Ambato. To this end, a mixed-method approach was applied, combining quantitative and qualitative methods, with a descriptive scope, under a field approach and a non-experimental, cross-sectional design. The population consisted of 29 students and two teachers, who were administered a structured survey with a Likert scale and structured and semi-structured interviews with both students and teachers. The results obtained showed that work placements have a significant influence on strengthening students' professional, pedagogical, and academic competencies, allowing them to apply theoretical knowledge acquired in the classroom, develop technical skills, improve their self-confidence, and adapt to real-life educational contexts. It was also found that most students perceive that the lessons learned in class serve as a foundation for adequate performance during their internships, although the need to improve some pedagogical processes and teacher support is recognized. Likewise, teachers positively valued these experiences, noting that they contribute to consolidating teacher identity and the ability of future professionals to face diverse educational challenges. Finally, it is concluded that internships have a positive impact on academic performance, so it is recommended to strengthen the integration of theory and practice, diversify practice spaces, and improve feedback processes.Item El aprendizaje experiencial para el desarrollo del pensamiento crítico en la asignatura de Ciencias Naturales con estudiantes de séptimo grado de Educación General Básica, de la Unidad Educativa “Mariscal Sucre”, cantón Píllaro(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Pujos Toapanta Gladys Abigail; Yungán Yungán Raúl; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research was conducted with the objective of analyzing the influence of experiential learning on the development of critical thinking in the subject of Natural Sciences with seventhgrade students of Basic General Education at "Mariscal Sucre" Educational Unit, located in the Píllaro canton. This topic is relevant since students have recently shown difficulties in reflecting, arguing, and making informed decisions within scientific contexts. The methodology followed a mixed approach with a non-experimental, cross-sectional design, using both fieldwork and bibliographic methods. The study involved direct visits to the institution and the use of books, indexed journals, university repositories, and other reliable sources. The research is descriptive in scope, as it aims to detail and characterize the topic under study. Techniques and instruments included semi-structured interviews with teachers and an evaluative test with a rubric for students. The sample consisted of two seventh-grade teachers and 28 students from the institution. The results descriptively show that the implementation of experiential strategies based on Kolb's learning cycle such as project-based learning, field trips, and debates favors the development of critical thinking skills, including analysis, decisión making, and strong argumentation. Specifically, 57.1% of the students reached a médium high level of critical thinking. It is concluded that experiential learning fosters a more dynamic, participatory, and reflective educational process, resulting in greater student engagement, motivation, and analytical capacity.