Ciencias Humanas y de la Educación
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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 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 PsicopedagogíaThe 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.Item 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 PsicopedagogíaThe 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.Item 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 InicialThis 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.Item 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 InicialThis 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.Item 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 PsicopedagogíaThe 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.Item La atención sostenida y el rendimiento académico de los estudiantes de primero de Bachillerato General Unificado de la Unidad Educativa Aníbal Salgado Ruiz del cantón Tisaleo(Carrera de Psicopedagogía, 2022-09-01) Alomaliza Cruz, Ligia Nataly; Miranda López, Ximena CumandáLa presente investigación tiene como objetivo principal analizar la relación entre la atención sostenida y el rendimiento académico de los estudiantes de Primero de Bachillerato General Unificado de la Unidad Educativa Aníbal Salgado Ruiz. En el desarrollo de esta investigación, se utilizó un enfoque cuali-cuantitativo, con un nivel exploratorio, correlacional y descriptivo para investigar y valorar las variables planteadas mediante la búsqueda exhaustiva de información en fuentes bibliográficas confiables además de la modalidad de campo que brinda sustento a nuestro estudió. Los instrumentos utilizados para la recolección de datos e información fueron, el test CARAS-R para evaluar el nivel atención sostenida y una encuesta estructurada de percepción del rendimiento académico para los docentes, se trabajó con una muestra de 81 estudiantes y 15 docentes. Por medio del estadígrafo Chi cuadrado y la prueba de normalidad Shapiro-Wilk se determinó que existe significancia bilateral, la correlación entre las variables estudiadas dando como resultado la aprobación la hipótesis alterna que nos indica que la atención sostenida si influye en el rendimiento académico. En conclusión, los estudiantes no tienen dificultades en las aptitudes perceptivas y de atención sostenida, pierden el interés en clase y en las actividades académicas asignadas por el docente como consecuencia presentan dificultades en su óptimo rendimiento académicoItem Los dispositivos móviles y la atención sostenida en estudiantes de Educación General Básica elemental de la Unidad Educativa Bautista del cantón Ambato durante la emergencia sanitaria por Covid – 19(Carrera de Psicopedagogía, 2021-10-01) Cóndor Masapanta, Karina Estefanía; Gavilánez López, Wilma LorenaEl presente trabajo de investigación tiene como objetivo analizar la influencia de los dispositivos móviles y la atención sostenida en estudiantes de Educación General Básica Elemental de la Unidad Educativa Bautista del Cantón Ambato durante la Emergencia Sanitaria por Covid – 19. Dado que, el adecuado uso de los dispositivos móviles en la infancia podría evitar problemas de la atención sostenida, debido que se realizó una revisión científica bibliográfica que permitió encontrar información valiosa que porte a la investigación. La metodología utilizada en la investigación fue descriptiva, correlacional puesto que se analizó las variables, la independiente mediante el cuestionario para padres sobre los dispositivos móviles y para la variable dependiente se aplicó el Test Caras-R a los estudiantes y se determinó la relación existente entre las dos. La población participante fueron 40 estudiantes y padres de familia de Educación General Básica, quienes aportaron datos para concluir que los Dispositivos Móviles si influyen en la atención sostenida de los estudiantes.