El recurso Montessori "pizarra y tiza" en el desarrollo de los rasgos caligráficos cursivos de las estudiantes de segundo grado de Educación General Básica de la Unidad Educativa "Carmen Barona" del cantón Ambato.”

Abstract

The objective of this study is to determine the contribution of the Montessori resource "chalkboard and chalk" to the development of cursive handwriting traits in second-grade students of Basic General Education at the "Carmen Barona" Educational Unit in the canton of Ambato. It falls within the research line of “Social and Educational Behavior.” The study is relevant within the institutional educational context and aims to identify the benefits of using this resource to develop cursive handwriting traits. A pre-experimental design was adopted with a mixed-methods approach combining both qualitative and quantitative perspectives. The research modality was bibliographic, documentary, and field-based, at descriptive and correlational levels. The following techniques were used: a pretest, treatment, and posttest, to collect information before and after the implementation of the didactic resource "chalkboard and chalk," with a rubric as the evaluation instrument. The results before and after were compared to analyze the development of cursive handwriting traits using the Wilcoxon nonparametric signed-rank test, applied to a reference population of 25 second-grade students. The results show that 58.85% of the students are in the process of developing cursive handwriting skills. Finally, Spearman’s Rho coefficient indicates a moderate positive correlation (0.652). It is concluded that as the resource is implemented, an improvement in cursive handwriting traits is observed, which supports the development of attention, memory, cognitive stimulation, fine motor skills, and spatial orientation.