Programa de Posgrado
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Item Actividades de autogestión en la rutina escolar para el desarrollo de la independencia en niños de 3 a 4 años(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Educaciòn Inicial, 2026-06-01) Panimbosa Castillo Dayana Maribel; Rosero Morales Elena del Rocío; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Educaciòn InicialLa presente investigación aborda la importancia de las actividades de autogestión en la rutina escolar para el desarrollo de la independencia en niños de 3 a 4 años, destacando su relevancia en la educación inicial ante la necesidad de formar niños independientes, capaces de desenvolverse en su entorno escolar y social. La investigación se basó en una metodología de tipo básica, con enfoque cualitativo, diseño no experimental, alcance descriptivo y modalidad de campo, con un corte transversal. La población estuvo conformada por 25 niños de Inicial I de la Unidad Educativa “Guayaquil”. Para la recolección de datos se utilizó la técnica de observación directa y como instrumento una lista de cotejo, validada por expertos, que permitió analizar las actividades de autogestión y su relación con el desarrollo de la independencia en los niños dentro del contexto educativo. Los resultados evidenciaron avances en habilidades como el cuidado personal, la participación en la rutina escolar y la autorregulación emocional. Sin embargo, se identificaron dificultades en la organización de materiales, la toma de decisiones y la resolución de problemas, evidenciando que la independencia aún se encuentra en proceso de consolidación. Como aporte a la investigación, se diseñó una guía didáctica para docentes, basada en el ámbito de identidad y autonomía del currículo priorizado de Educación Inicial 2025, constituyendo una propuesta innovadora que promueve actividades de autogestión para fortalecer gradualmente la independencia en los niños, contribuyendo al mejoramiento de la práctica pedagógica y al desarrollo integral infantil.Item Fraction Challenge y el aprendizaje de fracciones(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática, 2025-10-31) Soto Velásquez Viviana Nataly; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la MatemáticaIn Ecuador, mathematics education is a fundamental pillar for technical development and employment skills among citizens. However, within this field, learning fractions represents a constant challenge for students, hindering their academic progress and the application of this knowledge in their daily lives. In response to this problem, this research aimed to determine the contribution of Fraction Challenge to the learning of fractions in fifth-grade students in elementary school. The research adopted a quasi-experimental design, with a quantitative approach and a descriptive scope. The integrated modality was bibliographic, field, and experimental. The study population consisted of all 24 fifth-grade students, who were randomly divided into two equal groups: an experimental group, which used Fraction Challenge, and a control group, which worked with a traditional methodology. Two instruments adapted from previous validated studies were used for data collection: an objective test (pre-test and posttest) and a questionnaire to assess student satisfaction with a Likert-type scale. The results obtained in the pre-test showed a similar level of knowledge, with averages of 4.61 (control group) and 4.71 (experimental group). After the intervention, the control group achieved an average of 6.21, while the experimental group achieved a significantly higher average of 8.16. It is concluded that the implementation of Fraction Challenge had a positive and significant influence on fraction learning, not only substantially raising academic performance but also helping students overcome lower achievement levels. These findings support the effectiveness of integrating gamified technological tools as a teaching strategy to transform the teaching of complex mathematical content, promoting deeper, more motivating learning that is aligned with contemporary educational demands.Item Realidad Virtual como herramienta de aprendizaje de poliedros en los estudiantes del décimo año de la Unidad Educativa Issac Acosta Calderón(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la Matemática, 2025-10-23) Lasluisa Chacha Fernando Gabriel; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Maestría en Educación Mención en Enseñanza de la MatemáticaThe present research, entitled “Virtual Reality as a Tool for Learning Polyhedra among Tenth-Grade Students at the Issac Acosta Calderón Educational Unit,” aims to implement technological tools that enable students to enhance their digital skills, geometric reasoning, and logical and deductive thinking. The objective of the study was to determine the scope of Virtual Reality as a tool for learning polyhedra, with the aim of improving students’ understanding of three-dimensional geometric shapes and fostering meaningful learning. A mixed-methods approach was adopted: the qualitative approach allowed for evaluating the level of geometric reasoning, while the quantitative approach enabled observation of the degree of relationship between the two variables. The type of research was correlational, with a preexperimental design, applied to a population of 21 tenth-grade students in basic general education. The Van Hiele Test was used as a data collection instrument, which allowed for the identification of the level of geometric reasoning before and after the intervention with the NeoTrie VR software. The results obtained at the end of the intervention revealed that virtual reality favored the development of geometric reasoning, since more than three-quarters of the students scored at the high and complete levels in visualization, analysis, and classification. To determine the degree of relationship between the variables, the Wilcoxon signed-rank test was applied, which confirmed the existence of significant differences after the use of virtual reality. In conclusion, the incorporation of educational technologies, namely virtual reality into geometry instruction yields better results in developing geometric reasoning than traditional teaching, by fostering interactive, visual, and motivating learning. Therefore, it is recommended to implement technology-based pedagogical strategies that strengthen students’ logical and geometric thinking.Item Tareas interactivas en la enseñanza de la preparación física y su incidencia en la motivación de los seleccionados de baloncesto(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención Educación Física y Deporte, 2025-05-27) Córdova López Alex Patricio; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y DeporteLa investigación responde a solucionar la problemática de cómo aumentar la motivación usando las tareas interactivas en estudiantes de la Unidad Educativa "CEBI" de la ciudad de Ambato, se empleó recursos como programas, videoclips, herramientas interactivas, la muestra comprende edades entre 13 a 17 años. La investigación se desarrolló bajo un enfoque cuantitativo por finalidad aplicada, a través de un diseño cuasiexperimental, debido a que se manipuló al menos una variable para observar cambios antes y después de la ejecución del programa, la investigación tiene corte longitudinal y de campo. Para la recolección de datos se empleó un cuestionario creado por el autor de la investigación, el cual tiene como objetivo medir el nivel de satisfacción del uso de las tareas interactivas y el cuestionario AMPET que está direccionado a la evaluación motivacional del proceso de aprendizaje. Durante 6 intervenciones en las clases de Educación Física, se ejecutaron las actividades pedagógicas y lúdicas. Finalmente, la interpretación délos resultados délos respectivos instrumentos empleados, permitió constatar que la aplicación del programa de las tareas interactivas tuvo incidencia positiva sobre la motivación de los estudiantes, pues los niveles tuvieron una tendencia positiva.Item La Gamificación en el aprendizaje de los fundamentos técnicos de Taekwondo en estudiantes de Bachillerato General(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y Deporte, 2025-04-28) Puruncajas Silva Oscar Fabián; Villalba Garzón Gabriela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Educación Física y DeporteGamification has established itself as an innovative methodology in education, especially in areas requiring high motivation and discipline, such as Taekwondo. This martial art's countless attack and defense techniques promote understanding and proper execution of various technical fundamentals. Thus, the research aimed to determine the impact of gamification on the learning of the technical fundamentals of Taekwondo among Unified General Baccalaureate students at the UK International School in Ambato. To this end, a quantitative, quasi-experimental approach was used with an observation method involving 26 high school students. A pre- and post-intervention observation sheet was used to evaluate their execution of the technical fundamentals of Taekwondo, using a Likert scale ranging from 1 to 5. The results were converted into numerical data and statistically processed in SPSS, identifying that the sample was not normal and using non-parametric criteria. The findings identified that the students were not at a good level of mastery of the technical fundamentals, being very low and low. Therefore, the need for an intervention for their learning and mastery was evident. Thus, a series of structured activities were carried out that incorporated games and their elements for teaching Taekwondo in the educational context. Thus, it is concluded that the application of a gamification program achieved a significant impact on the learning of the technical fundamentals of Taekwondo in high school students, going from very low and low levels to very high and high, demonstrating the effectiveness of the game and the strategies derived from it such as reward, incorporation of narrative, timely feedback, teamwork, motivation, among others.Item Conductas adaptativas y la resolución de problemas matemáticos mediante las Inteligencias Artificiales Educativas(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-28) Ruiz Sarzosa John Paul; Rivera Flores Danny Gonzalo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThis research is based on the study of adaptive behaviours in the students of the Technical University of Ambato, specifically in the Faculty of Human Sciences and Education (FCHE). The research focuses on how these behaviours act in the solution of mathematical problems through the use of Artificial Intelligence (AI) in education. The main objective is to analyse the adaptive behaviours and the resolution of mathematical problems by means of Educational Artificial Intelligences of the students of leveling period September 2024 - February 2025, the methodology used was of quasi-experimental design with correlational level, documentary and field bibliographic modality, it was chosen to apply the survey to the group of students of all the careers of the Faculty of Human Sciences and of the Education, with a correlational approach, to value the efficiency of the educational intervention. The results obtained determine that the use of artificial intelligence not only improves mathematical resolution and calculations, but also contributes to the development of adaptive behaviours that simplify meaningful learning. The theoretical framework reviews preliminary research on Artificial Intelligences in the field of education, research on teaching, adaptive strategies and mathematical problem solving. The importance of incorporating new technologies in the university classroom to strengthen the teaching-learning process is noted. The results achieved from the data collection support the hypothesis that adaptive behaviours help positively in the development of students' skills in their logical, mathematical and computational reasoning for the resolution of problems not only mathematical but also of everyday life. Finally, conclusions are drawn that highlight the correlation between artificial intelligence and the evolution of academic skills in the exact sciences, specifically in mathematics, thus invigorating the need to apply these innovative strategies in higher education. It also presents an educational proposal that serves as a guide to promote the development of adaptive behaviours with new technologies, specifically with artificial intelligence in the resolution of mathematical problems, in order to raise the academic performance and understanding of students in the analytical field of students.Item Estilo de aprendizaje VAK (visual-auditivo-kinestésico) en el desarrollo de la conciencia espacial, con niños de preparatoria de la Unidad Educativa Angamarca(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-25) Lloacana Troya Ángel Israel; Acosta Bones Silvia Beatriz; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe present study entitled "VAK learning style (visual-auditory-kinesthetic) in the development of spatial awareness in high school children of the Angamarca Educational Unit" has as its main objective to analyze the impact of the VAK model in the development of spatial awareness in 5-year-old children. The research is framed in a quantitative approach of pre-experimental design, using an observation sheet validated by experts for data collection at two moments, before and after the intervention. The level of spatial awareness was initially diagnosed, showing that 70% of the students were at an "Initiated" level. Subsequently, activities based on the VAK model were applied, including visual, auditory and kinesthetic dynamics such as games, songs, dramatizations and spatial orientation exercises. These activities allowed students to actively interact with their environment, promoting experiential learning that facilitated the assimilation of spatial concepts in a playful and meaningful way. The results before the intervention showed a significant improvement, 75% of the students reached the "Acquired" level, while the "Initiated" category completely disappeared, evidencing a notable impact on learning. The statistical analysis, carried out using the Wilcoxon test, confirmed the existence of significant differences between the pre- and post-intervention measurements, thus verifying the hypothesis that the VAK style contributes positively to the development of spatial awareness. These findings align with previous studies that highlight the effectiveness of multisensory learning in improving cognitive, motor, and socio-emotional skills in early childhood. The active participation of children in activities that combine different sensory stimuli proved to be a determining factor in the consolidation of lasting learning. It is concluded that the implementation of the VAK model in the classroom promotes meaningful learning, adapted to the individual needs of students.Item Gamificación y el aprendizaje de las operaciones básicas de los estudiantes de tercer año de educación básica de la Unidad Educativa Suizo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-25) Galarza Moya Cristina Marisol; Wilma Elizabeth Suárez Mosquera; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaIn the current educational field, playful strategies emerge as an innovative and versatile option to enrich students' learning experiences. These strategies aim to transform the traditional educational process, making it more dynamic, engaging, and meaningful for learners. One of the most prominent methodologies in this context is gamification, which involves turning academic activities into exciting and rewarding challenges, emulating characteristics of games. This methodology has proven particularly effective in capturing students' attention and improving both their academic performance and their attitude towards subjects traditionally perceived as difficult, such as mathematics. This study evaluated the impact of gamification on teaching basic operations to thirdyear primary education students. Its main objective was to determine whether this methodology could significantly enhance not only academic outcomes but also students' motivation and interest in mathematical learning. To achieve this, a preexperimental design with two groups was adopted, allowing for a comparison of the effects of a gamified intervention. The research combined quantitative and qualitative approaches, relying on an exhaustive literature review and direct classroom observation. Statistical tools, such as the Student's t-test and Cronbach's alpha coefficient, were used to analyze the collected data. The sample consisted of 28 thirdyear students divided into two groups: "A" and "B." The results revealed that several technological tools, such as WordWall, Educaplay, Kahoot, and Gynzy, played a key role in fostering interactive learning. The implementation of gamified activities in the educational setting increased student participation and motivation, having a positive impact on the learning process. It is recommended to promote equitable access to these tools and provide continuous training to teachers and students, thus ensuring an effective and meaningful use of educational technologies.Item El software libre GeoGebra en la resolución de sistema de ecuaciones lineales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-24) Sayay Minagua Nina Pacaric; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en educación, mención Enseñanza de la matemáticaThis work proposes the implementation of the free software GeoGebra as a pedagogical tool for the solution of systems of linear equations in high school students of the “Manuel Álvarez Méndez” Educational Unit. Its main objective is to improve the understanding and academic performance of students in the field of linear algebra, through the use of technological tools that combine graphical and algebraic methods for solving equations. GeoGebra is a dynamic and interactive software that presents abstract concepts in a concrete way. The methodology applied had a pre-experimental design working with a single group of 38 students, with a qualitative-quantitative approach. The data collected in the research were obtained through the survey technique, using a structured questionnaire as an instrument. This was applied before (pre-test) and after (post-test) the didactic sessions, in order to identify changes and compare the results related to the level of knowledge about linear equations. Statistical analysis was performed with SPSS software and the Wilcoxon test was used to validate the hypotheses. The analysis of the pre-test data reveals that 61% are in the category “Is close to achieving (PA)” which indicates that they have not yet reached a complete mastery of the learning and 34% reached the category “Achieves the learning (AA)” reflecting satisfactory performance. After the implementation of GeoGebra, the post-test analysis shows a significant improvement in performance levels, 42% of the students reached the category “Mastered the learning (DA)” indicating a complete mastery of the learning, reflecting satisfactory performance. These results demonstrate the effectiveness of GeoGebra as a pedagogical tool to improve students' academic performance and understanding of linear algebra.Item El método Singapur y el aprendizaje de la matemática en la Unidad Educativa Pujilí(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-23) Caillagua Fonseca María Salomé; Hernández Dávila Carlos Alfredo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe purpose of this research is to determine the contribution of the Singapore method in the learning of mathematics in sixth grade students of the Pujilí Educational Unit. The methodology used was based on a pre-experimental design with pre-test and posttest in a single group, a mixed approach (qualitative-quantitative), a scope at the application level and under the bibliographic and field modalities; a non-probabilistic intentional sampling was used, selecting a sixth grade parallel, with a sample of 33 students and 1 teacher; In the data collection, an interview with the teacher of the area was applied, as well as a survey, a pretest and a posttest to the students; an interview script and questionnaires were used and these were the basis for the techniques applied. The results of the interview revealed that the teacher bases his teaching mainly on the problem solving method and the ERCA learning process and complements them with group activities and games to encourage student participation; in the survey and pretest applied to the students with an average of 3.17 in the pretest it is evidenced significant deficiencies in the level of mathematical knowledge of the students, which, according to the data collected from the survey, these difficulties are due to the fact that sometimes the teacher uses manipulative material or games for teaching. Then, the post-test reflected a remarkable increase in the students' performance, with an average of 7.70, which represents an improvement of 4.53 points compared to the initial evaluation. By means of the normality test, the use of the Wilcoxon statistic was determined to test the hypothesis: the Singapore method contributes significantly to the learning of mathematics in sixth grade students at the Pujilí Educational Unit. The main conclusion showed that this method is effective in improving students' academic performance and strengthening mathematical understanding through concrete, pictorial and abstract representations.