La gamificación en la enseñanza aprendizaje de la multiplicación con los estudiantes de cuarto grado de educación general básica de la Unidad Educativa “Juan José Flores” de la parroquia Chugchilán del cantón Sigchos

Abstract

The limited incorporation of innovative didactic strategies, such as gamification, in the teachinglearning process of multiplication is one of the main causes of low academic performance in the area of Mathematics. The lack of motivation, combined with traditional and less dynamic pedagogical practices, limits the meaningful understanding of multiplicative concepts and negatively affects academic progress, generating learning gaps that widen over time. In response to this issue, the objective of this research is to investigate the use of gamification and its contribution to the teaching and learning of multiplication with fourth-grade students of Basic General Education at Unidad Educativa “Juan José Flores” in the parish of Chugchilán, Sigchos canton. The methodology employed was a pre-experimental design with a mixed approach—both quantitative and qualitative—and a descriptive level. Techniques included a structured interview directed at the teacher and a survey applied to 26 fourth-grade students, along with pretest and posttest assessments to evaluate the impact of gamification. The results showed a significant improvement in student performance: 57.7% mastered the expected learning outcomes and 30.8% achieved the required level, while only 3.8% remained at a low level. Furthermore, the teacher expressed a highly positive perception of gamification, highlighting its ability to foster active participation, reduce anxiety, and enable more personalized and motivating instruction. It is concluded that gamification is an effective methodological tool for optimizing the learning of multiplication, by transforming the classroom into a dynamic, engaging, and meaningful environment. Its continuous implementation in the classroom and teacher training in gamified strategies is recommended to reinforce its pedagogical effectiveness.