Ciencias Humanas y de la Educación
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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 Conductas adaptativas y la resolución de problemas matemáticos mediante las Inteligencias Artificiales Educativas(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-28) Ruiz Sarzosa John Paul; Rivera Flores Danny Gonzalo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThis research is based on the study of adaptive behaviours in the students of the Technical University of Ambato, specifically in the Faculty of Human Sciences and Education (FCHE). The research focuses on how these behaviours act in the solution of mathematical problems through the use of Artificial Intelligence (AI) in education. The main objective is to analyse the adaptive behaviours and the resolution of mathematical problems by means of Educational Artificial Intelligences of the students of leveling period September 2024 - February 2025, the methodology used was of quasi-experimental design with correlational level, documentary and field bibliographic modality, it was chosen to apply the survey to the group of students of all the careers of the Faculty of Human Sciences and of the Education, with a correlational approach, to value the efficiency of the educational intervention. The results obtained determine that the use of artificial intelligence not only improves mathematical resolution and calculations, but also contributes to the development of adaptive behaviours that simplify meaningful learning. The theoretical framework reviews preliminary research on Artificial Intelligences in the field of education, research on teaching, adaptive strategies and mathematical problem solving. The importance of incorporating new technologies in the university classroom to strengthen the teaching-learning process is noted. The results achieved from the data collection support the hypothesis that adaptive behaviours help positively in the development of students' skills in their logical, mathematical and computational reasoning for the resolution of problems not only mathematical but also of everyday life. Finally, conclusions are drawn that highlight the correlation between artificial intelligence and the evolution of academic skills in the exact sciences, specifically in mathematics, thus invigorating the need to apply these innovative strategies in higher education. It also presents an educational proposal that serves as a guide to promote the development of adaptive behaviours with new technologies, specifically with artificial intelligence in the resolution of mathematical problems, in order to raise the academic performance and understanding of students in the analytical field of students.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.Item El software libre GeoGebra en la resolución de sistema de ecuaciones lineales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-24) Sayay Minagua Nina Pacaric; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en educación, mención Enseñanza de la matemáticaThis work proposes the implementation of the free software GeoGebra as a pedagogical tool for the solution of systems of linear equations in high school students of the “Manuel Álvarez Méndez” Educational Unit. Its main objective is to improve the understanding and academic performance of students in the field of linear algebra, through the use of technological tools that combine graphical and algebraic methods for solving equations. GeoGebra is a dynamic and interactive software that presents abstract concepts in a concrete way. The methodology applied had a pre-experimental design working with a single group of 38 students, with a qualitative-quantitative approach. The data collected in the research were obtained through the survey technique, using a structured questionnaire as an instrument. This was applied before (pre-test) and after (post-test) the didactic sessions, in order to identify changes and compare the results related to the level of knowledge about linear equations. Statistical analysis was performed with SPSS software and the Wilcoxon test was used to validate the hypotheses. The analysis of the pre-test data reveals that 61% are in the category “Is close to achieving (PA)” which indicates that they have not yet reached a complete mastery of the learning and 34% reached the category “Achieves the learning (AA)” reflecting satisfactory performance. After the implementation of GeoGebra, the post-test analysis shows a significant improvement in performance levels, 42% of the students reached the category “Mastered the learning (DA)” indicating a complete mastery of the learning, reflecting satisfactory performance. These results demonstrate the effectiveness of GeoGebra as a pedagogical tool to improve students' academic performance and understanding of linear algebra.Item El método Singapur y el aprendizaje de la matemática en la Unidad Educativa Pujilí(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-23) Caillagua Fonseca María Salomé; Hernández Dávila Carlos Alfredo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe purpose of this research is to determine the contribution of the Singapore method in the learning of mathematics in sixth grade students of the Pujilí Educational Unit. The methodology used was based on a pre-experimental design with pre-test and posttest in a single group, a mixed approach (qualitative-quantitative), a scope at the application level and under the bibliographic and field modalities; a non-probabilistic intentional sampling was used, selecting a sixth grade parallel, with a sample of 33 students and 1 teacher; In the data collection, an interview with the teacher of the area was applied, as well as a survey, a pretest and a posttest to the students; an interview script and questionnaires were used and these were the basis for the techniques applied. The results of the interview revealed that the teacher bases his teaching mainly on the problem solving method and the ERCA learning process and complements them with group activities and games to encourage student participation; in the survey and pretest applied to the students with an average of 3.17 in the pretest it is evidenced significant deficiencies in the level of mathematical knowledge of the students, which, according to the data collected from the survey, these difficulties are due to the fact that sometimes the teacher uses manipulative material or games for teaching. Then, the post-test reflected a remarkable increase in the students' performance, with an average of 7.70, which represents an improvement of 4.53 points compared to the initial evaluation. By means of the normality test, the use of the Wilcoxon statistic was determined to test the hypothesis: the Singapore method contributes significantly to the learning of mathematics in sixth grade students at the Pujilí Educational Unit. The main conclusion showed that this method is effective in improving students' academic performance and strengthening mathematical understanding through concrete, pictorial and abstract representations.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 La inteligencia lógico matemática y el desempeño académico en la Unidad Educativa Rodríguez Albornoz(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Medina Hidalgo Marcelo Iván; 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 matemáticaThe central problem lies in the fact that the student sector shows a low performance commonly in mathematics, evidencing significant difficulties in learning this subject. The objective of the research was to determine the contribution of logical-mathematical intelligence in the academic performance of seventh-year students of Basic General Education of the Rodríguez Albornoz Educational Unit in the city of Ambato. To address the problem, innovative pedagogical strategies were implemented based on the strengthening of logical-mathematical intelligence, with the aim of improving academic performance. The methodological design of the study was pre-experimental, using a mixed field modality approach with a longitudinal temporality with a pre-test and post-test with a single group of 33 students. Standardized tests were used to measure both the level of development of logical-mathematical intelligence and academic performance before and after the intervention. The results showed a considerable improvement in the academic performance of the students after the application of the strategies. In the pretest, 87.88% of the students did not achieve the expected learning, with grades below 4 points, while in the posttest, 54.55% managed to achieve the expected learning with grades between 7 and 8.99 points, and 3.03% dominated them, reaching grades above 9 points. The statistical analysis using the Student's t-test revealed that the differences between the scores obtained in the pretest and the post-test were statistically significant (p < 0.05), confirming that pedagogical strategies based on logical-mathematical intelligence have a positive impact on students' academic performance. These results validate the hypothesis that the development of logicalmathematical intelligence effectively contributes to improving mathematics learning. It is concluded that the continuous integration of these pedagogical strategies in the educational curriculum, as well as their adaptation and evaluation in other school contexts validate their effectiveness in different educational environments and levels, thus contributing to the general improvement of academic performance.Item GeoGebra cómo estrategia educativa para el aprendizaje de las funciones lineales en la Unidad Educativa “Salcedo”(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-16) Jiménez Chafla Sandra Vigael; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThe objective of this work was to determine the influence of the use of GeoGebra in the teaching process of linear functions in the tenth year of the Educational Unit. “Salcedo”. The research adopted an experimental design with quasiexperimental classification of longitudinal cut, descriptive-correlational level, mixed approach and hypothetico-deductive modality. The sample was composed of preexisting groups of 30 students each for the experimental and control groups. For data collection, three questionnaires were applied in different phases of the study. Five micro curricular plans were elaborated to be implemented in 15 interactive learning interventions focused on developing mathematical skills through GeoGebra. Pre- and post-treatment measurements were taken to assess the influence of the variable. An initial questionnaire was applied, whose objective was to diagnose the digital tools for learning and knowledge (TAC) in the evaluation of learning, it was determined that the tools that the teacher uses with the experimental group include Quiziz, Google Forms and a combination of Educaplay and WhatsApp. In the experimental group, the pre-test validated by experts reached an average of 3.67 and in the post-test 7.87, and a very strong positive correlation was obtained. Subsequently, the level of satisfaction of the experimental group was determined, which was 63.33% according to the TAM instrument. The Wilcoxon test (<0.001) and the Mann Whitney U test (<0.001) were used to test the hypothesis, thus rejecting the null hypothesis and accepting the alternative hypothesis. This study is based on the pedagogical currents of constructivism and connectivism, allied in the curriculum of the Ministry of Education of Ecuador (MinEduc) and supported by Learning and Knowledge Technologies (LKT). It is concluded that the GeoGebra educational strategy strengthens and facilitates learning in students, preparing them in an integral way to face the demands of contemporary society.Item Las estrategias metodológicas en el estudio del dominio de una función matemática(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-14) Zhunio Pacheco José Luis; Velastegui Hernández Rommel Santiago; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThis research aims to identify the influence of methodological strategies on learning the calculation of the domain of a mathematical function, with the goal of improving teaching and learning processes in Mathematics at the Unidad Educativa Francisca de las Llagas in Quito. The difficulty of learning Mathematics is a recurring issue at the institution, and the calculation of the domain of a function is one of the topics that most affects the academic performance of second-year high school students. Therefore, this study emphasizes the importance of analyzing the impact of methodological strategies and their reflection on students' academic performance. Additionally, it explores the advantages of implementing new strategies that contribute to meaningful learning in Mathematics. The research was conducted with 97 second-year high school students and 28 teachers from the Unidad Educativa Francisca de las Llagas in Quito, addressing the need to overcome obstacles and difficulties in learning the domain of a function. A mixed-method approach, combining qualitative and quantitative elements, was employed, along with a pre-experimental design and a correlational scope between the two variables. Surveys were administered to teachers, and an analysis of the academic performance of secondyear high school students was conducted. The study correlated teachers' knowledge and application of methodological strategies in Mathematics with the average grades of the classes they taught. The findings indicate that the use of methodological strategies significantly influences the learning of the domain of a function. The lack of strategies such as Project-Based Learning (PBL), virtual environments, and artificial intelligence reduces the potential for meaningful learning. The research concludes that the application of innovative methodological strategies is essential to enhance students' understanding and performance in Mathematics.