Carrera de Psicopedagogía
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32370
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Item Herramientas tecnológicas en el desarrollo del pensamiento lógico(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-04) Toa Pacha Cristina Belén; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe purpose of this research project was to analyze the relationship between the use of technological tools and the development of logical thinking in sixth-grade students at the "Gonzales Suarez" Educational Unit. To this end, a sample of 46 students was used. Regarding the methodology, a mixed-method approach was adopted, which allowed for a more complete and enriching data collection. The methodology was field-based and bibliographic-documentary, based on exploratory, descriptive, and correlational levels. The theoretical foundation for the variables was then developed, and various instruments were applied to assess the development of logical thinking. A curricular competency test (PCC) was used, which was administered to students through a pre-test and a post-test. The intervention was based on the planned application of technological tools such as Educaplay and Liverwork. Subsequently, the TAM Model questionnaire was used to determine the level of technological acceptance of these tools. For statistical analysis, the Student t-test for related samples and the nonparametric Wilcoxon test were used, which showed a significant difference between the pre-test and post-test results. The findings allowed us to accept the alternative hypothesis, demonstrating that the appropriate use of digital tools positively impacts the development of logical thinking in students. This confirms that the timely and strategic implementation of technological resources contributes significantly to strengthening skills within the classroom.Item Habilidades sociales y autoconcepto(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-04) Córdova Carrillo Luisa Fernanda; Nieto Viteri Paulina Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe development of social skills and self-concept is essential for university development. In the Ecuadorian context, this is a transition period characterized by significant changes, frequently generating uncertainty and difficulties in adapting to social demands; therefore, the objective of this study was to determine the influence of social skills on the self-concept of first, second and third semester students of the Psychopedagogy program at the Technical University of Ambato. A mixed method approach was used with a non-experimental, cross-sectional, exploratory, descriptive and correlational design, using the Social Skills Scale (EHS) and the Form 5 SelfConcept Questionnaire (AF5) as instruments. 104 university students between the ages of 17 and 23 participated in the study. The results showed that 36% of the students presented a low level of social skills, with deficits in self-expression, defense and making demands, while 32% showed a low self-concept, mainly in the emotional and physical dimensions. Statistical analysis using the chi-square test (X²=16.558; p=0.002) confirmed the existence of a significant correlation between the two variables. Therefore, it was concluded that the development of social skills positively influences the formation of the self-concept of those evaluated, which is of fundamental importance for integral learning and psychological well-being.Item Incidencia de las Tecnologías del Aprendizaje y el Conocimiento (TAC) en el desarrollo del pensamiento crítico(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-04) Guanin Maiquiza Yajaira Johanna; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research refers to the relationship between Learning and Knowledge Technologies (TAC) and the development of critical thinking, for this purpose, we worked with a sample of 70 students belonging to the first and second semester of the Psychopedagogy degree. As for the methodological approach, a mixed approach was adopted; the modality was fieldwork, complemented with a bibliographical and documentary review. Likewise, the study was framed at the exploratory, descriptive and correlational levels. Subsequently, the theoretical foundation of the variables was carried out and three instruments were applied: Firstly, a structured questionnaire was applied to diagnose the use of TAC, secondly, a Critical Thinking Questionnaire was applied, where 23 % of the students reflect a significant difficulty in the dialogic dimension, which suggested the need to strengthen this dimension through the use of digital tools in response to this need, during the intervention phase. Finally, once this process was completed, the TAM Model questionnaire was applied, obtaining highly satisfactory results. These findings contributed to the verification of the proposed hypothesis, which was validated through statistical analysis, it is concluded that the incorporation of digital tools TAC has a positive and significant impact on strengthening the skills of critical thinking in university students.Item La atención sostenida y la memoria de trabajo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Poaquiza Pilamonta Kimberly Stefania; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research examines sustained attention and working memory in first-, second-, and third-semester students of the Faculty of Humanities and Education of the Psychopedagogy program at the Technical University of Ambato. The objective of this study is to analyze the relationship between sustained attention and working memory on the academic performance of first-, second-, and third-semester students of the Psychopedagogy program at the UTA. This study aims to identify and implement new educational strategies that promote the development of these cognitive skills in the classroom. This research used a qualitative and quantitative approach, with exploratory, correlational, and descriptive levels. The research population consisted of a total of 103 students. Sustained attention was assessed using the D2 Attention Test, and working memory was assessed using the Wechsler Intelligence Scale (WISC-V) digit span subtest. Based on the results obtained, the Chi-square test was developed and analyzed, demonstrating a correlation between the two variables. This allowed us to approve Alternate Hypothesis H1, which states that sustained attention influences the working memory of first-, second-, and third-semester students at the Technical University of Ambato. This finding demonstrates the importance of considering sustained attention as a relevant factor in working memoryItem El autoconcepto y su incidencia en las habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Flores Troya Héctor Alejandro; Cadena Peralta Gladys Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research study on “Self-concept and social skills” had as its main objective to determine the influence of self-concept on social skills, considering a population of sixty students. The methodology was applied with a mixed approach that allowed finding answers to the research questions posed and the demonstration of hypotheses through numerical and analytical data, together with a bibliographic and documentary research modality, correlational and descriptive scope. The data collection instruments used were the Self-Concept Questionnaire Form 5 (AF - 5) for the independent variable and the Social Skills Scale of Goldstein et al. for the dependent variable. As for the verification and validation of the study, the SPSS statistic was applied using Pearson's test, where it was shown that the significance values are less than 0.001, the results are significant, so the alternate hypothesis (H1) is accepted with a very high positive correlation, the higher the level of self-concept maintained by the students, the greater the development of social skills and vice versa. Since.Item El autocontrol y las habilidades socioemocionales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Romero Melgarejo Nayelli Stefania; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research analyzed the impact of self-control on the socioemotional skills of students in eighth, ninth, and tenth grades of Upper Basic Education at "La Merced" Educational Unit, addressing a highly relevant topic in the educational field. The significance of this study lies in the need to understand how self-control influences students’ emotional and social development, as this understanding enables more effective support for their comprehensive education. A mixed-methods approach (qualitative and quantitative) was employed, with a descriptive, exploratory, and correlational level of research. The study followed a cross-sectional design and was based on an exhaustive review of scientific literature, which provided a solid theoretical foundation. Subsequently, reliable instruments such as Rosenbaum’s Self-Control Schedule and Gismero’s Social Skills Scale were applied to evaluate the students and measure the relationship between the variables. For this purpose, the chi-square test was used. The data analysis, along with the application of the statistical test, confirmed a significant relationship between self-control and socioemotional skills. The results showed a Pearson chisquare value of 87.899, which exceeded the expected critical value of 21.0261. Additionally, an asymptotic bilateral significance level of 0.000 was obtained, below the established threshold of 0.05, thereby confirming a statistically significant association between the two variables. In conclusion, self-control is identified as a key factor in students’ socioemotional development. The findings provide empirical evidence that supports the need to design and implement educational strategies aimed at strengthening self-control and fostering socioemotional skills within the school context.Item La lectura silábica y el aprendizaje significativo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Baño Coca Solange Gissel; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research, entitled "Syllabic Reading and Meaningful Learning," had the general objective of determining the relationship between syllabic reading level and meaningful learning in the academic process of third- and fourth-year students of Basic General Education at the "Fe y Alegría" Educational Unit. The study was conducted using a mixed approach, integrating quantitative and qualitative methods to achieve a more complete view of the phenomenon under study. The quantitative approach allowed for the collection and analysis of numerical data in order to establish statistical relationships and generalize results, while the qualitative approach offered a deeper and more subjective perspective through the analysis of meanings, experiences, and contexts experienced by the students. The methodological design was cross-sectional, as data were collected at a single time point and worked at exploratory, descriptive, and correlational levels. This allowed for an in-depth understanding of the characteristics of the problem, a description of the variables studied, and an analysis of the relationships between them. The BANETA battery was used to collect data, specifically the word segmentation and text comprehension sections. Word segmentation allowed for the assessment of syllabic reading proficiency, while text comprehension facilitated the assessment of meaningful learning, focusing on inferential and analytical skills. This comprehensive methodological approach contributed to a better understanding of the impact that syllabic reading development has on the consolidation of meaningful learning in the early school years.Item Dinámica familiar y habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Salcedo Vásquez Víctor Alexander; Andrade Albán Jorge Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía"Family Dynamics and Social Skills" is a research whose primary objective is to determine the level of influence that family dynamics exert on the social skills of ninth and tenth grade students at "González Suárez" Educational Unit. To conduct the study, a mixed method approach was applied, combining qualitative and quantitative methods within a cross sectional design, including descriptive, exploratory, and correlational levels, based on documentary review and direct fieldwork. The instruments employed to gather data were the Family Cohesion and Adaptability Scale (CAF), which assesses family emotional bonds and adaptability, and the Social Skills Intervals questionnaire (IHS), measuring empathy, assertiveness, effective communication, and emotional management. The sample consisted of 52 students, whose data were statistically analyzed using Kendall’s Tau b coefficient, identifying a significant positive correlation between the two variables. The results demonstrated that a solid family dynamic characterized by coherent emotional relationships, effective communication, and flexible adaptation directly enhances the development of essential social skills for healthy interpersonal interaction in educational contexts. Therefore, the research concludes by emphasizing the importance of implementing educational programs that actively engage families as key participants in the comprehensive training of students, thereby strengthening their social skills, enhancing their academic and socio emotional performance, and confirming the crucial role of the family environment in adolescents' overall developmentItem Atención sostenida y la fluidez lectora(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Paredes Paredes Nat Jordi; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research, regarding "Sustained Attention and Reading Fluency in 7th Grade Students of the Gonzales Suarez Educational Unit," aimed to analyze the correlation between sustained attention and reading fluency in seventh grade students of basic secondary education, through the application of short reading and comprehension exercises. The methodology used has a mixed approach, that is, both quantitative and qualitative; the study adopted a cross-sectional design with exploratory, descriptive, and correlational levels. The sample employed consisted of 61 students between 11 and 12 years old from the aforementioned Educational Unit, who were selected according to specific inclusion criteria. Two standardized instruments were used: the CARAS-R test to assess sustained attention and the PLLE reading and written language test for reading fluency. The data analysis process was performed through SPSS software, employing nonparametric tests. The results show that 72% of the students had low or very low levels of sustained attention, and more than 70% showed poor performance in reading fluency. Significant correlations were identified between sustained attention and the lexical and comprehension dimensions, thus validating the alternative hypothesis. It is concluded that sustained attention acts as a structural condition for fluent and meaningful reading.Item La autoestima y las relaciones interpersonales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Rugel Torres Bryan Alberto; Nieto Viteri Paulina Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research aimed to explore the relationship between the variables self-esteem and interpersonal relationships, using a sample of sixty high school students from Charles Darwin High School. A mixed-method approach with a cross-sectional design was employed, applying the Coopersmith Self-Esteem Inventory and the Goldstein Social Skills Scale. The results highlight low levels of self-esteem in more than half of the participants. Statistical analysis using Kendall's Tau-b coefficient indicated a direct relationship between the variables studied. The study emphasizes the importance of implementing interventions to strengthen students’ self-perception, to prevent it from becoming a barrier to maintaining positive social relationships and to promote optimal social functioning.