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https://repositorio.uta.edu.ec/jspui/handle/123456789/34881| Title: | Metodología activa para el aprendizaje de la estadística de los estudiantes de segundo de bachillerato de la U. E. Honorato Vásquez |
| Authors: | Morocho Lara, Héctor Daniel Lagua Pilco, Edwin Neptalí |
| Keywords: | CONTRASTAR, ESTADÍSTICA, METODOLOGÍA |
| Issue Date: | 1-Apr-2022 |
| Publisher: | Universidad Tècnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestrìa en enseñanza de la Matemàtica |
| Abstract: | La investigación tiene objetivo, contrastar la metodología activa y el aprendizaje de la estadística en la Unidad Educativa Honorato Vásquez de la ciudad de Ambato, la metodología utilizada es la experimental, con enfoque cualitativo y cuantitativo, con un nivel o tipo descriptivo, con una modalidad documental o bibliográfica como fuentes secundarias y de campo como fuente primaria, la población fueron 20 estudiantes de segundo de bachillerato de la U. E. Honorato Vásquez, al ser una población finita no fue necesario aplicar la fórmula muestral de Pearson, es decir no se calculó la muestra al ser una población pequeña, por lo tanto se tomó el total del universo de la población, además la conclusión más importante al contrastar la metodología activa y el aprendizaje de la estadística se pudo observar que al seguir utilizando los métodos tradicionales, el estudiante se siente desmotivado y por lo cual piensan que la asignatura de estadística le ven como difícil, y no tienen interés en aprender por lo cual no entienden las clases e incluso llegan a tener temor a la |
| Description: | The research aims to contrast the active methodology and the learning of statistics in the Honorato Vásquez Educational Unit of the city of Ambato, the methodology used is experimental, with a qualitative and quantitative approach, with a descriptive level or type, with a modality documentary or bibliographic sources as secondary sources and field sources as primary sources, the population will be made up of 20 second year high school students from the EU Honorato Vásquez, being a finite population it was not necessary to apply the Pearson sample formula, that is, it was not calculated the sample being a small population, therefore the total of the population universe was taken, in addition the most important conclusion when contrasting the active methodology and the learning of statistics could be observed that by continuing to use traditional methods, the student feels unmotivated and for this reason they think that the statistics course is seen as difficult, and does not have n interest in learning for which they do not understand the classes and even fear the subject, in addition the active methodology allows the student to be more collaborative and at the same time xv forge their own knowledge as is done in the constructivist pedagogical method of Piaget, It could also be observed that some teachers do not have knowledge of this methodology or do not know how to use it, being necessary to have these competences that are conditioned to the new reality by the virtual modality due to Covid-19, and today active methodologies are used in the classroom invested in virtual platforms for the PEA, finally it is recommended to determine the appropriate strategies of the active methodology in the learning of statistics in which the teacher and the student have to have a complete mastery so that they can take advantage of one hundred percent all the benefits such as: eliminate scattered attention, motivation, interest and be collaborative and participative. |
| URI: | https://repositorio.uta.edu.ec/jspui/handle/123456789/34881 |
| Appears in Collections: | Maestría en Educación, mención Enseñanza de la Matemática |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 1803854593-Edwin-Neptali-Lagua-Pilco.pdf | 2,46 MB | Adobe PDF | View/Open |
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