Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Dispositivos móviles y atención sostenida
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa, 2026-06-01)
Calva Ujukam Cesar Manuel
;
Gómez Alvarado Héctor Fernando
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
La presente investigación titulada “Dispositivos móviles y atención sostenida” tuvo como objetivo principal determinar la relación entre los dispositivos móviles, medida a través del cuestionario NMP-Q, y la capacidad de atención sostenida en estudiantes de tercer y cuarto semestre de la carrera de Psicopedagogía de la UTA. El estudio se llevó a cabo con una muestra de 66 estudiantes. Metodológicamente el trabajo se rigió bajo un enfoque cuantitativo de nivel correlacional y con un diseño no experimental. Para la recolección de los datos, se aplicaron dos instrumentos estandarizados: el cuestionario (NMP-Q) para evaluar los niveles de nomofobia y el Test de Atención d2 para medir la atención sostenida mediante el índice de concentración (CON) del test d2. Los resultados demuestran la existencia de una relación inversa considerable y altamente significativa entre ambas variables es decir a mayor nivel de nomofobia menor es la capacidad de los estudiantes para mantener la atención sostenida
la atención sostenida en el aprendizaje
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera Psicopedagogia, 2026-06-01)
Castillo Galarza Karen Andrea
;
Tayo Pazmiño Ana Cristina
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
La presente investigación denominada “La atención sostenida en el aprendizaje”, planteó como principal objetivo analizar la relación existente entre la atención sostenida y el aprendizaje en estudiantes de quinto a séptimo semestre de la carrera de Psicopedagogía de la Universidad Técnica de Ambato, se considera que los procesos atencionales resultan vitales para la adquisición de conocimientos y el desempeño académico. El estudio se sustentó en diversas bases teóricas relacionadas con la atención, el aprendizaje y las teorías postuladas por autores reconocidos. La metodología constó de un enfoque cuantitativo, con niveles descriptivo, exploratorio y correlacional, el diseño transversal y modalidad de campo y bibliográfico documental se adaptaron adecuadamente para el cumplimiento de objetivos. La población y muestra estuvo conformada por 124 estudiantes universitarios a los cuales se aplicó los instrumentos D2 de atención y un cuestionario estructurado sobre el aprendizaje que cuenta con validación por expertos en el área. Los resultados evidenciaron una relación significativa entre las variables de estudio, lo que determinó que los estudiantes con mejores niveles atencionales poseen mayor capacidad para consolidad los aprendizajes compartidos. De esta manera se concluye que la atención sostenida constituye un componente vital en el proceso educativo universitario por lo que el trabajo de estimulación y socialización de actividades que fortalezcan las diversas dimensiones que componen la atención será un gran apoyo para los estudiantes que buscan éxito en su educación superior
Atención sostenida y el aprendizaje de la matemática
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa, 2026-06-01)
Nuñez Garcia Madeline Abigail
;
Núñez López Carmita del Rocío
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
La presente investigación tuvo como objetivo analizar la relación entre la atención sostenida y el aprendizaje de la matemática en los estudiantes de quinto año de la Unidad Educativa “La Salle”. Para la fiabilidad del estudio se trabajó con una muestra total de 65 estudiantes, se utilizó un enfoque mixto, diseño transversal, niveles de tipo descriptivo, exploratorio y correlacional, de la misma manera se complementa con una modalidad de campo y bibliográfica/documental. Para la recolección de información se utilizaron instrumentos como el Test D2 para la primera variable y un Cuestionario para medir la inteligencia matemática infantil para la segunda variable. Los datos obtenidos fueron analizados a través del uso del estadístico (Rho Sperman) y el programa (SPSS-V24). Los resultados revelaron que existe una relación estadísticamente positiva entre las variables, donde refiere los estudiantes que tienes mayor concentración tienden a ser más responsables en actividades que implican la resolución de problemas matemáticos. Se concluye que es importante implementar estrategias con orientadas elevar el grado atencional, con el propósito de establecer un mejor desempeño dentro del área de matemáticas
La Atención Sostenida y Comprensión Lectora
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa, 2025-12-01)
Proaño Carrión Maryuri Dayana
;
De León Nicaretta Fabiana
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
The present research, entitled “Sustained Attention and Reading Comprehension”, analyzes the relationship between sustained attention and Reading comprehesion amog middle school students at “Nueva Generación” Educational Unit. The study was conducted under a mixed methods approach that xombined quantitative and qualitative methods within a non experimental design. The population consisted of 69 students to whom two standardized instruments were applied: the Caras-R Test and the Reading Comprehension test of Progressive Linguistic Complexity (CLP). The Results revealed a predominance of low levels in both variables. Statistically, the alternative hypothesis was accepted, confoirming the existence of a significant, though weak, relationship. In conclusión, it was determined that students show difficulties in maintaining concentration and in achieving deep text comprehension; therefore, it is recommended to implement programs that promote the development of the cognitive processes involved in attention and Reading comprehension.
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 Psicopedagogía
This 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 memory
La atención sostenida y el rendimiento académico
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30)
Chamorro Vivanco Josselin Paola
;
Nieto Viteri Paulina Alexandra
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research, entitled "Sustained Attention and Academic Performance"among eighth, ninth, and tenth grade students of Basic General Education at the "AliciaMarcuard de Yerovi" Educational Unit, is based on a mixed-method approach andcollectsqualitative and quantitative data. It is guided by different levels: descriptive, exploratory, andcorrelational. This study structurally addresses bibliographical, documentary, andfieldresearch. Ninety-one students participated. The study instruments used for the first variable were the "D2 Attention Test," whichclearly measures selective sustainability. For the independent variable, the grades of eighth, ninth, and tenth grade students were required, which will serve to establish a meaningful relationship between the two. The aforementioned results were determined using the Pearson Chi-square correlationcoefficient. The Alternate Hypothesis was determined to be valid, which indicates that sustained attention directly influences academic performance among students in the eighth, ninth, and tenth grades of Basic General Education at the Alicia Marcuard de Yerovi Educational Unit.
Atención sostenida y hábitos de estudio
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30)
Paredes Morales Eva Paulette
;
Llerena Poveda Verónica del Carmen
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present study aims to determine the relationship between sustained attention and study habits in first-semester students of the Psychopedagogy program at the Technical University of Ambato. The methodology is quantitative, with a non-experimental design, descriptive and correlational levels, and a qualitative approach. The sample is 40 students. The instruments applied are the Gilbert Wrenn Study Habits Inventory and the D2 Attention Test. The results obtained from the D2 Attention Test indicators evidence a heterogeneous attentional profile among the students evaluated. The variation index showed that 92.5% of the participants were located in high and medium-high performance levels, and 35% of the students presented a low level of concentration. Regarding study habits, it was observed that inadequate habits predominated in the areas assessed. The most critical were concentration habits, with 83% of students having inadequate habits; reading and note-taking habits, with 80%, and general work habits and attitudes, with 78%. Similarly, Kendall's Tau-b coefficient showed a moderate correlation between concentration and response time. Likewise, the relationship between concentration habits, time management, and social interactions suggests that students apply focusing strategies to avoid distractions. No relationship was found between note-taking and sustained attention, which are more specific skills. It is concluded that sustained attention partially influences study habits, so it is recommended to implement interventions that strengthen both variables from the initial levels of higher education.
Actividades con patrones en el desarrollo de la atención sostenida en niños de 5 a 6 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-29)
Merizalde Cárdenas Francely Daliana
;
Acosta Bones Silvia Beatriz
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
This research addressed the topic “Activities with patterns in the development of sustained attention in children aged 5 to 6 years.” Because children have a low capacity to pay attention to the activities assigned to them and little interest in carrying them out. However, many children face difficulties in maintaining their attention in educational activities for long periods. In this context, the need arises to investigate how activities with patterns can influence the capacity for sustained attention in children. The main objective of the research was to analyze the application of activities with patterns in the development of sustained attention in children aged 5 to 6 years. A methodology with a quantitative approach was proposed, with a correlational scope and pre-experimental design. The development of the theoretical perspective will be based on the review of scientific articles. According to the analysis carried out, it is concluded that the application of activities with patterns demonstrated a significant improvement in sustained attention, giving us a result of 95%, which means that most of the children managed to maintain their attention for longer periods. This result shows that the activities carried out benefited the development of sustained attention.
El uso de fichas didácticas en el desarrollo de la atención sostenida en niños de 4 a 5 años.
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-24)
Bonilla Quispe Jennifer Paola
;
Estupiñán Guamaní Milena Aracely
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
This research aims to determine the use of educational worksheets in the development of sustained attention in children aged 4 to 5 years. The research approach is quantitative, with an exploratory-correlational scope, to address information related to the study variables and data collection based on the particularities, behaviors, and characteristics of the population. The techniques used included a standardized test with proven validity and reliability through Cronbach’s Alpha coefficient, which yielded a value of 0.81, and a survey validated by experts with their respective instruments to assess the level of sustained attention in children aged 4 to 5 years. The "Trail Making Test" adaptation was applied, and a questionnaire was administered to Early Childhood Education teachers to identify the frequency of use of didactic worksheets in teaching practice. After statistical analysis, it was found that the use of didactic worksheets does not contribute to the development of sustained attention. However, the presence of didactic resources in teaching practice helps minimize the level of distraction caused by external stimuli. That said, didactic worksheets designed to develop cognitive skills are resources that deviate from traditional approaches, avoiding repetitive and uninspired tasks. These worksheets contribute to the construction of learning and the development of sustained attention.
La atención sostenida y el rendimiento académico
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20)
Paredes Yánez Dennise Alexandra
;
Simbaña Veloz Gloria Maricela
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The main objective of this research is to determine the relationship between sustained attention and academic performance in students in the 5th year of General Basic Education of the “Quisapincha” Educational Unit. In the development of this research, a mixed approach was used, with a descriptive, exploratory and correlational level to investigate and evaluate the variables proposed through an exhaustive search of information in reliable bibliographic sources, in addition to the field modality that provides support to our study. The instruments used for the collection of data and information were the Children Sustained Attention Task (CSAT) test to evaluate the level of sustained attention and the record of grades for the 2023-2024 school year, the sample consisted of 41 female and 41 male students, with a total of 82 students. The Spearman's Rho statistic was used because the two variables are of ordinal type, it was determined that there is bilateral significance, the correlation between the variables studied resulting in the approval of the alternative hypothesis that indicates that sustained attention DOES influence academic performance. In conclusion, students present difficulties in sustained attention, having deficits in skills when performing tasks that require long periods of time, losing interest to continue developing them.

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