Ciencias Humanas y de la Educación

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

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La convivencia escolar y su relación con el rendimiento académico en los estudiantes de séptimo año de Educación General Básica de la Unidad Educativa “José Joaquín de Olmedo”
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Educaciòn Bàsica, 2026)
López Ortiz Alexandra Isabel
;
Castro Dávila Willyams Rodrigo
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Educaciòn Bàsica
La presente investigación analizó la relación entre la convivencia escolar y el rendimiento académico en los estudiantes de séptimo grado de Educación General Básica de la Unidad Educativa José Joaquín de Olmedo. El estudio adoptó un enfoque mixto cuantitativo y cualitativo, con un diseño de campo y un alcance descriptivo y correlacional, contando con la participación de 25 alumnos y la docente del grado. Para la recolección de datos del componente cuantitativo, se aplicó una encuesta bajo la escala de Likert a los estudiantes, cuyos resultados se sometieron a la prueba estadística de Chi-cuadrado. Por otro lado, el aspecto cualitativo se abordó mediante una entrevista semiestructurada con preguntas abiertas dirigida a la docente. Los hallazgos demostraron la existencia de una relación estadísticamente significativa entre las variables objeto de estudio; esto implica que a una mayor calidad en la convivencia escolar corresponde un mejor rendimiento académico. En conclusión, la dinámica de convivencia influye de manera determinante en el desempeño escolar, lo que resalta la necesidad de fortalecer las relaciones interpersonales dentro del entorno educativo.
Estilos de aprendizaje y desempeño académico
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de la Actividad Física y Deporte, 2025-12-01)
Solís López Raquel Noemí
;
Abril Armendariz Diana Elizabeth
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
La presente investigación, titulada “Estilos de Aprendizaje y Desempeño Académico”, se desarrolló con estudiantes de primero y segundo de bachillerato de la Unidad Educativa “Glenn Doman”. Para la fiabilidad del estudio se trabajó con una muestra total de 35 estudiantes. El objetivo principal fue determinar si los estilos de aprendizaje tienen relación con el desempeño académico. El estudio se enmarcó en un enfoque mixto, con un diseño metodológico de tipo descriptivo y exploratorio. Se emplearon tanto la investigación bibliográfica-documental como la investigación de campo para sustentar teóricamente las variables y recoger datos empíricos directamente de la población estudiada. La revisión teórica incluyó conceptos clave, teorías, modelos y estilos relacionados con los estilos de aprendizaje y el desempeño académico, recopilados a partir de fuentes académicas confiables como artículos científicos y tesis. Para la recolección de información se aplicaron dos instrumentos: el Test VARK, utilizado para identificar los tipos de estilos de aprendizaje (visual, auditivo, lecto- escrito y kinestésico), y el Test de Rendimiento Escolar para conocer el nivel de desempeño académico de los estudiantes. Estos instrumentos permitieron analizar la relación entre ambas variables. xvii El estilo de aprendizaje predominante fue el auditivo con un 43%, seguido del estilo kinestésico con un 26%, posteriormente el estilo lecto–escrito con un 17% y, finalmente, el estilo visual con un 14%. Tras analizar los resultados, y una vez comprobado que el chi-cuadrado calculado obtuvo un valor de χ² = 3.580 el cual es menor al chi-cuadrado tabular, teniendo en cuenta que los grados de libertad fueron 6 y el nivel de significancia fue de 0,05 con un valor de 12.592. Los datos fueron sometidos a un análisis estadístico utilizando la prueba de Chi- cuadrado, lo que permitió verificar la hipótesis planteada. Los resultados evidenciaron que no existe una relación significativa entre los estilos de aprendizaje y el desempeño académico, lo que demuestra que el desempeño académico puede verse afectado por factores externos e internos como la motivación, hábitos de estudio, apoyo familiar, contexto escolar, entre otros.
Fundamentos técnicos del futsal en la coordinación óculo pédica en estudiantes de Educación General Básica Superior
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de la Actividad Física y Deporte, 2025-12-01)
Sánchez Garces Richard Santiago
;
Sailema Torres Àngel Aníbal
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de la Actividad Física y Deporte
La investigación analiza cómo los fundamentos técnicos del futsal influyen en la coordinación óculo-pédica de estudiantes de Educación General Básica Superior de la Unidad Educativa Rumiñahui durante el periodo agosto 2025 – enero 2026. El estudio se desarrolló bajo un enfoque cuantitativo, con un diseño preexperimental y un alcance explicativo, aplicando pruebas antes y después de una propuesta de intervención basada en actividades técnicas del futsal. La muestra estuvo compuesta por 25 estudiantes seleccionados por conveniencia, a quienes se evaluó mediante el test de la escalera de coordinación. En la etapa inicial, la mayoría de los estudiantes presentó un nivel de coordinación óculo-pédica considerado normal, con pocos casos en nivel alto o bajo. Posteriormente, se ejecutó un programa de entrenamiento centrado en elementos técnicos como el control, pase, conducción, drible y golpeo del balón. Tras seis semanas de aplicación, se registraron mejoras notables en el desempeño de los estudiantes, destacándose un incremento en los puntajes y un avance en los niveles de coordinación. El análisis estadístico mediante la prueba T-Student evidenció diferencias significativas entre las fases pre y post intervención, confirmando la hipótesis planteada: los fundamentos técnicos del futsal inciden positivamente en el desarrollo de la coordinación óculo-pédica. En conclusión, la propuesta ix implementada resultó eficaz y representa una alternativa válida para fortalecer habilidades motrices en contextos escolares. Además, se recomienda continuar aplicando programas similares y mantener evaluaciones sistemáticas para monitorear el progreso de los estudiantes.
Prácticas gimnásticas en las capacidades físicas de los estudiantes de segundo año de bachillerato general unificado
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-07-07)
Valencia Núñez Elvis Jesús
;
Loaiza Dávila Lenin Esteban
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte
In the present research work with the topic “Gymnastic practices in the physical capacities of students in the second year of General Unified High School”, was carried out with the objective of determining the incidence of the application of gymnastic practices in the improvement of physical capacities, with a sample of 15 students (8 men and 7 women) corresponding to the second year of High School ‘A’ of the Educational Unit “Honduras” of the city of Ambato. A study with a quantitative approach was carried out under a pre-experimental design, standardized physical tests were applied before and after a six-week intervention based on gymnastic routines. The techniques employed included observation, measurement and statistical analysis, using tools such as SPSS to compare pre- and post-intervention results. The results showed improvements in all the physical capacities evaluated, in particular, flexibility showed significant increases, followed by aerobic endurance, while strength and speed also showed improvements, although to a lesser extent. The students showed a general improvement in their performance, with a notable advance in the male group. Finally, it was proven that gymnastic practices have a positive influence on the comprehensive physical development of adolescents.
Juegos deportivos en la velocidad de desplazamiento de estudiantes de bachillerato general unificado
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-07-04)
Aponte Garcés Kevin Patricio
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Castro Acosta Washington Ernesto
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte
The purpose of this study was to determine the incidence of sports games in the improvement of the speed of displacement of first year students of the Unified General High School in the “Sagrada Familia” Educational Unit, during the period March-July 2025. Through a quantitative approach and a pre-experimental design, the T-Drill Test was applied before and after an intervention based on sports games, to a sample of 30 randomly selected students. The intervention was developed during six months, with a weekly session, integrated to the Physical Education classes. The results obtained show a significant improvement in the speed of movement. The average time recorded in the test went from 9.48 seconds in the pretest to 9.03 seconds in the post-test. In addition, the percentage of students placed in the “Excellent” level increased from 63.3% to 86.7%, while the “Low” levels disappeared and the ‘Average’ and “Good” levels were reduced. Statistical analysis using the related samples t-test yielded a value of p = 0.000, indicating a statistically significant difference between pre- and post-intervention measurements. In conclusion, sports games proved to be an effective pedagogical strategy to develop the ability to move in adolescents. Its systematic incorporation into the Physical Education curriculum is recommended, together with regular follow-up by means of a physical education instrument. Statistical analysis using the related samples t-test yielded a value of p = 0.000, indicating a statistically significant difference between pre- and post-intervention measurements.
Actividad física en la autoestima de estudiantes de bachillerato general unificado
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-07-04)
Andachi Rivera Erick Alejandro
;
Mocha Bonilla Julio Alfonso
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte
The study entitled “Physical activity in the self-esteem of General Unified Baccalaureate students” had as its primary objective to determine the impact of physical activity on the self-esteem levels of first-year BGU students at the “Sagrada Familia” Educational Unit in the canton of Ambato. To this end, a pre-experimental study with a quantitative approach was conducted, in which the Rosenberg Test was administered in a PRE and POST period to a six-month intervention program based on physical activity. The sample consisted of 30 students, selected through nonprobabilistic convenience sampling. The methodology considered empirical and statistical techniques, implementing a descriptive and inferential analysis using SPSS software. During the pretest stage, it was identified that 56.7% of the students had low or medium levels of self-esteem. After the intervention, a significant change was evident: 93.3% achieved high levels of self-esteem, and none remained at the low level. The results validated the alternative hypothesis, confirming that regular physical activity has a positive impact on adolescents' self-esteem. The increase in test scores and the shift from low to high levels reiterate the favorable impact of the intervention. In conclusion, physical activity is established as a comprehensive educational tool that not only benefits physical development but also strengthens students' emotional and social well-being.
Liderazgo docente y rendimiento académico con los estudiantes de 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, 2025-07-01)
Guevara Punina Keila Andrea
;
Galindo Castro Mauricio Gabino
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
The present research aimed to analyze the influence of teacher leadership on the academic performance of second- and third-level students in the Basic Education program at the Technical University of Ambato. For data collection, a survey was used as the technique, and a questionnaire consisting of 10 questions designed using the Likert scale was employed as the instrument. This questionnaire was administered to the students and validated by experts in the field, ensuring the reliability of the instrument. The study follows a non-experimental, cross-sectional design, as the information was collected at a specific point in time without manipulation of the independent variable. It uses a mixed qualitative-quantitative approach, combining numerical analysis with the interpretation of perceptions. The research was conducted through both bibliographic and field modalities, at a descriptive level, characterizing the two variables. The population consisted of 72 students from the Basic Education program. For data analysis, the statistical software SPSS Statistics was used, allowing for clear and precise results. The findings show that transformational leadership is the most perceived by students, as it seeks to inspire, motivate, and develop followers through emotional connection and a shared vision. Conversely, authoritarian leadership is the least perceived. In conclusion, the teacher plays a fundamental role as a guide in the teaching-learning process. Their preparation must include not only content mastery ("knowing"), but also the development of personal and social skills ("being"), and the ability to apply appropriate methodologies in educational practice ("doing")
Preferencias sensoriales y aprendizaje significativo
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30)
Jerez Miranda Stephanie Beatriz
;
Morales Jaramillo María Belén
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research, titled "Sensory Preferences and Meaningful Learning", was developed with students from third to tenth year of Basic General Education at the "Los Sauces" Educational Unit. The main objective was to determine how sensory preferences affect meaningful learning in students. The study followed a mixed approach, with a descriptive, exploratory, and correlational methodological design. Both bibliographic research and field research were used to theoretically support the variables and collect empirical data directly from the studied population. The theoretical review included key concepts, theories, models, and styles related to sensory preferences and meaningful learning, gathered from reliable academic sources such as scientific articles and theses. For data collection, two instruments were applied: the VARK test, used to identify sensory preference types (visual, auditory, reading/writing, and kinesthetic), and a semi-structured questionnaire on meaningful learning, adapted to the students' characteristics. These instruments allowed analyzing the relationship between both variables. Finally, the data were subjected to statistical analysis using the Chisquare test, which verified the hypothesis. The results showed a significant relationship between sensory preferences and meaningful learning, confirming that these preferences directly influence the processes of knowledge acquisition and understanding in students.
Intereses Vocacionales y Elección de la Carrera
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27)
Orquera Bustos Débora Anais
;
Aldás Rovayo Víctor Daniel
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
This research work with the topic: “Vocational interests and career choice” in the students of sciences bachelors at “Nueva Generación” educational unit; with the main objective: Determine the incidence of vocational interests and career choices, based on investigation and participation of first, second and third year of general unified bachelor students, with a total participation of 60 students. The quantitative-qualitative and correlational methodology used, which contributed to recollect and obtaining results, using the bibliographic and field research modality was used, with a descriptive, exploratory and correlational scope, through which vocational interests in the choice of university career were known. With the investigation determined the vocational interests, applying the CHASIDE vocational test, giving the result that 44% of students develop marked preferences in humanistic and health sciences, also the HOLLAND vocational test was applied, giving the result that 40% of students prefer social areas. To verify the research work, the chi-square statistic was used with the SPSS program, which rejects the null hypothesis and accepted the alternative hypothesis, which states that vocational interest do influence the choice of university career in the students of science bachelor of “Nueva Generación” educational unit.
Educación virtual vs educación presencial en las Matemáticas de la Unidad Educativa Provincia El Oro
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-14)
Caicedo Pozo Johanna Elizabeth
;
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
This research project aims to diagnose the learning outcomes of virtual education to improve academic performance in face-to-face Mathematics education for ninth-grade students at "Provincia El Oro" Educative Unit. A quantitative and applied-level methodology was adopted. The quasi-experimental design allowed for an analysis of the impact by comparing students' academic performance before and after the intervention. Additionally, the study followed a bibliographic and field research approach, relying on a review of previous studies on virtual and face-to-face education. The study population consisted of 26 students, selected through intentional sampling. A pretest and posttest were applied to measure academic performance, along with a perception survey. The results revealed that students prefer face-to-face education as more effective due to greater engagement, motivation, and direct interaction with peers and teachers. Statistical analysis results showed a significant improvement in performance: the median grade increased from 7 in the pretest to 9 points in the posttest. Furthermore, 73% of the students achieved a satisfactory mastery of the content after the face-to-face intervention, whereas they faced greater difficulties in the virtual modality. The study concludes that face-to-face education promotes better academic performance, as direct interaction and the physical learning environment are crucial for effective learning. It is recommended to integrate technological resources with personalized pedagogical strategies in face-to-face teaching. This includes teacher training workshops on the use of digital tools, platforms, and resources to develop interactive materials that complement classroom instruction. This approach would allow for the integration of the best aspects of both modalities, optimizing Mathematics performance, providing greater flexibility, autonomy, and adaptability to any educational setting

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