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 tablero de Montessori en la enseñanza de la multiplicación con los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa Catorce de Julio – Juan Abel Echeverría, de la ciudad de Latacunga(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Chimborazo Túquerres Johanna Lisbeth; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaTraditional instruction of multiplication in Basic General Education often overlooks the use of didactic resources, which hinders students’ understanding of this mathematical operation. This issue is reflected in low academic performance and limited motivation. The present study evaluates the effectiveness of the Montessori multiplication board in teaching multiplication to fourth-grade students at the “Catorce de Julio – Juan Abel Echeverría” Educational Unit in the city of Latacunga. The methodology employed followed a mixed approach, using a pre-experimental design that included the administration of a pretest and posttest to the students, as well as an-interview with a teacher to assess the impact of the didactic resource. The study involved a group of 23 students, with the Montessori multiplication board used as the primary teaching tool. One of the main findings was increased classroom participation. It is concluded that this didactic resource is effective in teaching multiplication, as it fosters active learning and promotes mathematical understanding.Item Los mapas cognitivos en la enseñanza de la Historia del Ecuador en los estudiantes de cuarto grado de Educación General Básica de la Unidad Educativa “Jerusalén” del cantón Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-02) Azoguez Chuque Lizbeth Aracelly; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe present research aimed to analyze the relationship between cognitive maps and the teaching of Ecuadorian history among fourth-grade students of basic general education at the "Jerusalem" Educational Unit in the canton of Ambato. The methodology adopted a mixedmethod approach, allowing for the integration of quantitative and qualitative data to achieve a more complete understanding. The study combined three methodological modalities: the bibliographic approach, which provided theoretical support for the use of cognitive maps; the documentary approach, which facilitated the analysis of institutional documents; and the field approach, which allowed for the collection of data directly from the educational setting. The level of research was descriptive, allowing for the characterization of how cognitive maps are used in teachers' pedagogical practices and how students perceive them. The research population consisted of 25 fourth-grade students from the aforementioned educational unit. The techniques employed were a survey and an interview; the instrument used was a 12-item questionnaire for students and an interview guide for teachers. The results showed a high level of appreciation for cognitive maps, as they were described as an easy-to-use tool for a variety of topics. In conclusion, they promote critical thinking and the ability to synthesize information, making them an effective strategy for facilitating learning.Item La herramienta digital “Canva” para la enseñanza de la Historia, con los estudiantes del subnivel básica media de la Escuela de Educación General Básica “San Isidro labrador "de la parroquia Picaihua, del cantón Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-27) Curay Palate Silvana Lizbeth; Castro Dávila Willyams Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaTechnological tools have been gaining prominence in classrooms due to their ability to facilitate and improve teaching and learning processes. One of these tools is Canva, valued for its usefulness and various templates. The present research aims to analyze the impact of the digital tool Canva on the teaching of History. The study design was a longitudinal quasi-experimental approach with two groups: a control group and an experimental group. A mixed-method approach was used, combining qualitative and quantitative techniques, with both bibliographic and field modalities, associated with descriptive and explanatory-causal levels. The techniques used for data collection were surveys, interviews, pretests, and posttests. The study involved a population of 37 students from three grades of the middle sublevel and one Social Studies teacher. In the statistical analysis, the Student’s t-test for independent samples was applied to the pretest, and the Mann-Whitney U test was used for the posttest due to the lack of normality in the experimental group. The results showed that the experimental group, which used Canva, improved their performance from an average of 6.10 to 8.80, while the control group only increased from 6.00 to 6.82. Therefore, it is concluded that the use of the digital tool Canva positively influences the teaching of History with students in the middle sublevel.Item Gamificación en el aprendizaje de matemáticas en los estudiantes de la oferta educativa para personas jóvenes, adultas y adultas mayores con escolaridad inconclusa de primer año de bachillerato acelerado de la Unidad Educativa Quisapinch(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Toasa Alpapucho Edgar Rubén; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe students participating in the educational offer aimed at young people, adults and older adults with unfinished schooling face various challenges in the educational field, especially in the area of Mathematics. Significant difficulties related to very basic knowledge, poor problemsolving skills, and limited understanding of key concepts were identified. Faced with this problem, the general objective of this study was to determine the contribution of gamification in the process of learning mathematics in students of the first year of accelerated high school of the Quisapincha Educational Unit. To fulfill this purpose, a mixed approach methodology was applied, combining quantitative and qualitative techniques, under a longitudinal applied preexperimental design. This strategy made it possible to observe and measure changes in the level of learning before and after the implementation of the pedagogical intervention. The sample was composed of 20 students, who actively participated in class sessions structured through the use of gamification elements, such as interactive challenges, symbolic rewards, playful dynamics and educational digital platforms. The results obtained demonstrated a significant improvement in the mathematical learning of the participants. The average grade in the pre-test was 5.5 out of 10, a level that is classified as "close to achieving the required learning". After the gamification intervention, the average rose to 9.25 points, placing the students at the level of "master the required learning", with an improvement of 3.75 points in the arithmetic mean. These findings support the effectiveness of gamification as an innovative didactic strategy that not only motivates, but also improves comprehension and performance in mathematics, especially in educational contexts where students have discontinuous school trajectories.Item El método heurístico con inteligencia artificial en el proceso de enseñanza -aprendizaje de la suma y resta en los estudiantes de tercer año de la Unidad Educativa “ABC”(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-03-07) Villacis Freire Raquel Silvana; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaNowadays, teaching is undergoing a constant transformation, largely driven by technological advancement. Technology has become a fundamental tool in the educational process, so it is essential to integrate it as a strategy in the teaching of mathematics. Its incorporation allows to enrich learning, make it more interactive and accessible, and offer students new ways to explore and understand mathematical concepts. This research aimed to: Determine the influence of the heuristic method with artificial intelligence in the learning process of addition and subtraction in third-year students of the "ABC" Educational Unit. The applied methodology had a quantitative approach, with a pre-experimental design in which we worked with an experimental group without a control group, with a descriptive level, with a bibliographic and field modality, the technique for collecting information was done through a test, where a questionnaire of 8 addition and subtraction questions was applied in a context related to real life. We worked with two weekly sessions for 6 weeks, applying the heuristic method with artificial intelligence. The instruments were validated by expert judgment. The population consisted of 11 third grade students and one teacher, because the population was small, sampling techniques were not applied. After applying a pre-test and a post-test, the following results were obtained: the pre-test had an average of 6.72 and after applying the treatment, a notable increase in the average of 8.86 was obtained, which showed a significant change of 2.14 points of difference from the pre-test. The Student T test to verify the alternative hypothesis proposed was true. In conclusion, the application of the heuristic method with artificial intelligence had an influence on the learning of addition and subtraction, because a guide with activities was designed to help understand the content and the correct use of the methodology, where different strategies that allow the acquisition and development of skills are detailed.Item GeoGebra y el proceso de enseñanza aprendizaje de ecuaciones de segundo grado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-01-27) Zambonino Quisanga Joseline Valeria; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la MatemáticaThe purpose of this work was to find out how GeoGebra influences the teaching-learning process of second degree equations in first year high school students of the "Mariscal Antonio José de Sucre" Educational Unit. To do this, the study variables were based on a theoretical and scientific basis. The research problem is based on the low academic performance in the area of mathematics, particularly in the subject of second degree equations, where a greater challenge has been demonstrated to understand and put into practice the procedures necessary for its solution. The applied methodology had a pre-experimental design, working with a single group made up of 46 students, with a qualitative-quantitative approach at a correlational level within the bibliographic and field documentary modality. The information collected in the research was obtained through the survey technique and as an instrument the application of a structured questionnaire, which was carried out twice, before (pre-test) and after (post-test) the teaching sessions to know the changes and compare the results obtained on the level of knowledge of second degree equations. The statistics were obtained thanks to the SPSS software and the Wilcoxon test was used to verify the hypothesis. The results indicated that the application of GeoGebra positively influences the teaching-learning process of second degree equations, since before the intervention, 72% of the students did not reach the required learning (scores less than 7 in the pre-test), while only 28% obtained satisfactory grades. After the implementation of GeoGebra, 70% of the students managed to exceed the threshold of the necessary learning, with a grade higher than 7 in the post-test. Concluding that the introduction of GeoGebra in the teaching of second degree equations not only improved students' grades, but also contributed to a greater understanding and mastery of the subject, highlighting the effectiveness of this technological tool in the educational process. The proposed approach combines traditional teaching with technology, which generates a more inclusive learning environment adapted to current needs.Item El modelo constructivista en la enseñanza de Ciencias Naturales; bloque curricular “relación entre los seres vivos”, con los estudiantes de Noveno Grado de Educación General Básica en la Unidad Educativa “Planeta Azul”, de la ciudad de Ambato(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-21) Villa Parra Génesis Raquel; Miranda Ramos Drawin Patricio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThis research work analyzes the implementation of the constructivist model in the teaching of Natural Sciences, specifically in the curricular block “Relationship between living beings”, with ninth grade students of the “Planeta Azul” Educational Unit in Ambato, Ecuador. This model, focused on the active construction of knowledge, seeks to foster critical, creative and collaborative skills in students, connecting academic content with their immediate environment. The research, with a mixed approach (qualitative-quantitative), used techniques such as surveys, interviews and observations to collect data on the perceptions of students and teachers, as well as on the pedagogical practices applied. The results showed that, although teachers have theoretical knowledge of the constructivist model, its practical implementation is limited, with elements of the traditional model predominating. Barriers were identified as the lack of systematic didactic strategies, the scarce consideration of the students' previous knowledge and the disconnection between the didactic materials and the students' daily life. The research concludes with the need to strengthen teacher training in constructivist strategies, design contextualized materials and promote pedagogical practices that integrate creativity, collaborative work and problem solving. This study provides an innovative proposal to improve the teaching of Natural Sciences through the transition to a more consistent and effective constructivist model, aligned with the needs of the current educational context.Item Las TAC como estrategia didáctica en el proceso de enseñanza – aprendizaje de la matemática(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-21) Pacheco Salgado Leslie Kassandra; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaLearning and Knowledge Technologies (LKT) are fundamental tools for education, facilitating the teaching process and allowing the acquisition of interactive and innovative learning. Therefore, the objective of the present research project was to determine how ICTs affect the teaching-learning process of mathematics. The methodology had a quantitative, qualitative and mixed approach, with an explanatory, descriptive, relational and quasi-experimental level, whose sample is made up of 118 students of the fifth year of General Basic Education (EGB), of the “Cristobal Colon” Educational Unit. The instruments used were: the structured questionnaire, Procalculus test, a pedagogical test was carried out by means of a diagnostic pre-test and a post-test, working with digital tools: Primary World, Cokitos, ABC Tree, Educaplay, Liveworksheet, subsequently to this pre-experimental process, the TAM model questionnaire was applied, to determine the level of technological acceptance of the tools used, giving as a satisfactory result, contributing significantly in the verification of hypotheses, this was given through the chi-square statistical calculation where the alternate hypothesis was accepted, its results show that students learn better using digital tools, since they have greater effectiveness for learning.Item Estrategias de enseñanza en la lectoescritura(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20) Rojas Pucha Karen Paola; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present study focuses on: "Teaching Strategies in Literacy," aimed at boys and girls aged 7 to 10 from the "Bautista" Educational Unit located in the city of Ambato, Tungurahua province. The general objective of the research is to determine the level of influence that teaching and learning strategies have on the literacy process in a sample of 80 students: fundamental skills in academic development and the school process. The methodology used in the research has a mixed approach, as the data obtained were quantitative in nature and their interpretation qualitative. The level of research is exploratory, descriptive, and correlational, employing field and bibliographicdocumentary methods. Its design was cross-sectional, developed during the period of September to December 2024. An analysis and discussion were conducted for each independent and dependent variable to correlate whether teaching strategies impact the literacy process. After obtaining the results, hypothesis verification was carried out using the Chisquare statistic, which accepted the alternative hypothesis and rejected the null hypothesis. It is concluded that the teaching strategies applied limit the development of literacy skills and, consequently, the academic performance of the sample studied. Therefore, diversified strategies must be implemented to enhance students' abilities, encouraging motivation for learning in literacy.