Ciencias Humanas y de la Educación
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Item 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 uso del celular en el proceso de aprendizaje en la asignatura de matemáticas del cuarto nivel de la carrera de educación básica en la Universidad Técnica de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-02) Gutiérrez Peñaherrera Richard Stalyn; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaAt present, the cell phone has become a very present tool in everyday life, and its use in the educational field has become increasingly important, especially in higher education. The purpose of this work is to analyze how the use of cell phones contributes to the learning process in the subject of Mathematics, specifically in students of the fourth level of Basic Education at the Technical University of Ambato. To carry out the research, a mixed approach was used, combining both qualitative and quantitative, with a pre-experimental design. In addition, a survey was applied to 41 students, an interview with a mathematics teacher and a pretest and posttest to measure academic performance before and after the didactic intervention with the use of the cell phone. These instruments made it possible to collect real information from the classroom, which gave greater validity to the results obtained. Among the main findings, it was evidenced that students who use the cell phone properly and with teacher guidance achieve better results in Mathematics. Responsible use of the device favors comprehension, motivation and participation in class. On the contrary, when used without a clear purpose, the benefits are limited. In conclusion, the cell phone, when well integrated into the teaching process, can be a valuable ally to improve learning and make it more dynamic and meaningful.Item Las prácticas de laboratorio en el aprendizaje de la asignatura de Biología en los estudiantes de primero de Bachillerato de la Unidad Educativa “Juan Bautista Palacios” La Salle de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-01) Morales Aman Lourdes Lilian; Gavilanez Alvarez Iraida Maritza; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis study addresses the relevance and impact of laboratory practices on the learning of Biology among first-year high school students at the "Juan Bautista Palacios" La Salle Educational Unit in Ambato. Given the experiential and experimental nature of Biology, the integration of practical methodologies is fundamental for developing scientific competencies and a deep understanding of biological phenomena. This work aims to determine how the implementation of laboratory practices influences students' knowledge acquisition and motivation. A mixed-methods approach was utilized, within an educational research framework, combining literature review with data analysis collected through student surveys and a teacher interview. The main results indicate that the application of laboratory practices significantly improves students' knowledge acquisition and motivation, positively influencing their academic performance and classroom participation, concluding that laboratory practices are an essential component for fostering meaningful and lasting learning in Biology.Item Consecuencias de la pandemia COVID 19 en el aprendizaje de las divisiones en el área de Matemática, con los estudiantes de quinto grado de Educación General Básica en la Unidad Educativa “Mariscal Sucre” de la ciudad de Píllaro(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-30) Guamaní Santafé Katherine Abigail; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe poor preparation of the educational system in the face of the health emergency caused by the COVID-19 pandemic and the limited application of active didactic strategies during virtual learning generated multiple difficulties in the students, among them a decrease in the mastery of fundamental contents in the area of Mathematics, such as divisions. The lack of constant pedagogical support, the inadequate use of technologies and the low level of participation in virtual classes revealed important formative gaps, particularly in elementary school students. In view of this problem, the general objective was to: analyze the consequences of the COVID-19 pandemic in the learning of divisions in the area of Mathematics, with students of fifth grade of General Basic Education in the Educational Unit “Mariscal Sucre” of the city of Píllaro. For this purpose, a methodology with a mixed approach was adopted, using a structured survey directed to 70 students and semi-structured interviews to teachers. The modality was field research with exploratory and descriptive levels, allowing the collection of quantitative and qualitative information in the real context. Among the results it was identified that 82.6% of the students had daily access to the Internet and 85.5% considered that they had learned what was necessary. However, there was evidence of low participation, irregular practice of divisions and need for reinforcement. Some 26.5 % expressed that they needed urgent support, 19.7 % never asked for help, and only 37.7 % practiced at home constantly. Despite this, 62.3% expressed greater interest in mathematics. It is concluded that the pandemic generated gaps in the learning of divisions due to unequal access to resources and ineffective methodologies. The need to apply active strategies, use concrete materials and strengthen face-to-face teaching is highlighted.Item Los estilos de aprendizaje y la comprensión lectora(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Gavilanez Cordones Giacomo Giordie; Gómez Alvarado Héctor FernandoThe present research, titled “Learning Styles and Reading Comprehension of Students in the Leveling Course and First Semester of the Early Childhood Education Program at the Technical University of Ambato”, aimed to determine the influence of learning styles on reading comprehension. A mixed-methods approach was applied, with descriptive, exploratory, and correlational levels. The sample consisted of 67 students, who were assessed using the VARK Questionnaire to identify their learning styles (independent variable) and the Cloze Test to evaluate their level of reading comprehension (dependent variable). The results showed a predominance of the kinesthetic learning style (55%), followed by auditory (30%), reading/writing (9%), and visual (6%). Regarding reading comprehension, 43% of students fell within the instructional level, 25% showed difficulties or a deficient performance, and only 19% achieved an excellent level. The statistical analysis using Kendall’s Tau-b coefficient revealed a positive and significant correlation between the two variables (τ = 0.183; p = 0.005), indicating that learning styles do influence reading comprehension performance.Item El recurso Montessori “Letras de lija” en el aprendizaje de la lectoescritura de los estudiantes de segundo grado de la escuela de educación básica “Simón Bolívar”, de la parroquia Huambaló del cantón Pelileo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-25) Carrasco Quilligana Richard Javier; Castro Solórzano Marina Zenaida; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis study analyzes the effectiveness of the Montessori resource "sandpaper letters" in learning to read and write the graphemes g, gu, and gü among second-grade students at the "Simón Bolívar" Elementary School in the Huambaló parish of the Pelileo city. The research adopted a qualitative-quantitative approach, with a pre-experimental design, descriptive scope, and bibliographic and field methods. The population consisted of 29 students, who participated in a pretest and postest on the reading and writing of the graphemes g, gu, and gü. an unstructured interview was also conducted with the teacher. This research is part of the social and educational behavioral research group. The results show that 44.8% of the students were at the initial learning level and only 13.8% were at the mastery level, according to the qualitative grading scale for the elementary sublevel adapted for this research. After the intervention, the percentage of students at the beginner level decreased from 44.8% to 13.8%, and the percentage of students at the mastery level increased from 13.8% to 34.5%, reflecting a significant improvement in students' literacy development. It is concluded that sandpaper letters promote effective multisensory coding that strengthens phonological recognition, graphic tracing, and grapheme-phoneme association, making them an effective teaching resource that responds to students' cognitive and sensory needs in the initial literacy process.Item Torre de aprendizaje Montessori en la coordinación dinámica general en niños de 2 a 3 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-24) Tintin Cherres Jeimy Dayana; Arroba López Gissela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe research conducted aimed to determine whether the implementation of the Montessori learning tower positively influenced the development of gross motor coordination in children aged 2 to 3 who attended the Child Development Center of the Technical University of Ambato. To achieve this objective, a quantitative approach was adopted, using a quasi-experimental design with pretest and posttest measurements in a single group. The sample consisted of 17 children who were evaluated before and after the application of a series of exercises using the learning tower. For data collection, a structured observation sheet was used, based on indicators related to gross motor coordination. This instrument made it possible to assess the children's performance in activities requiring balance, movement, and coordination of large body movements. The data were then statistically analyzed using the SPSS software, applying the Shapiro-Wilk normality test and the Wilcoxon signed-rank test for related samples. The results showed significant differences between the initial and final measurements, with a Z value of -4.005 and a bilateral significance level of p = 0.001. This led to the rejection of the null hypothesis and the acceptance of the alternative hypothesis, indicating that the intervention with the Montessori learning tower had a positive effect on improving gross motor coordination in the participating children.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 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.