Sede Azogues - Educación
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Examinando Sede Azogues - Educación por Asesores "Castro Salazar, Ana Zulema"
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- ÍtemAcceso AbiertoEstrategias didácticas en el aprendizaje de la lectura en niños de Educación Básica Superior(Universidad Católica de Cuenca., 2023) Encalada Andrade, Wilson Ernesto; Castro Salazar, Ana Zulema; 0302418868; ., .This study was conducted at the Upper Elementary School “San Francisco de Peleusí de Azogues” in Azogues city, province of Cañar. It aims to know the didactic strategies employed by teachers in the learning-to-read process in upper elementary school students. The methodology was based on a non-experimental cross-sectional design and a quantitative approach applying the survey as a data collection technique, and the Likert scale questionnaire was the instrument validated through Cronbach's Alpha 765. The results were analyzed through the JASPS software applied to tenth-grade students; it was evidenced that teachers make use of adequate didactic strategies for reading, their interest and attention, enhancing their vocabulary, expanding their knowledge and causing pleasure and enjoyment for reading, being indispensable to employ adequate strategies combined with the use of technological resources so that students achieve a reading habit as part of the fundamental skills within their personal, academic and professional life.
- ÍtemAcceso AbiertoEstrategias lúdicas para la enseñanza de la escritura en básica elemental(Universidad Católica de Cuenca., 2023) Vicuña Zambrano, Jorge Fernando; Castro Salazar, Ana Zulema; 0302237961; ., .This research aims to know if teachers use ludic strategies to teach writing in the educational institutions of Azogues canton. The study was non-experimental, with a quantitative approach and descriptive statistics. The sample was 41 teachers from public institutions in Azogues Canton, Cafiar province. The survey technique was employed, and the instrument was a questionnaire comprising 11 questions with a Likert scale. It was validated using Cronbach's Alpha coefficient of reliability. For data collection, Google Foms was utilized to consolidate the information. An analysis was performed, demonstrating that all variables were nonparametric. In the research, teachers stated that they fully agreed that didactic materials should be used to teach writing to students in the first years of schooling and to receive permanent training in playful strategies for teaching reading and writing. Students present difficulties in writing words, affecting all areas of knowledge, not only in Language and Literature. Teachers must develop playful skills in students as a priority in writing to connect them with other subjects. It is an urgent need to improve leaning through play, where scholars develop beneficial pedagogical work. Ke);w;ords: ludic strategies, writing, teachers, student
- ÍtemAcceso AbiertoGamificación en el aprendizaje de la escritura en niños de básica media(Universidad Católica de Cuenca., 2023) Jimbo Nicolalde, Mayra Alejandra; Castro Salazar, Ana Zulema; 0302391818; ., .This research aims to analyze the gamification in the learning of writing among middle school children by teachers in the following educational institutions: Fiscomisional School "Emilia Merchán,” Basic Educational Unit "San Francisco de Peleusí de Azogues," and Private Educational Unit "Universitaria de Azogues" of Azogues, province of Cañar. The methodology utilized was the quantitative, non-experimental approach with descriptive statistics using the JASPS software; it was cross-sectional and it employed a simple non-probabilistic intentional sampling, validated through Cronbach's Alpha reliability coefficient. Using the Likert scale, a questionnaire comprising 16 questions was applied to 16 teachers. According to the results, teachers have been training in active methodologies, which use gamification as a game mechanics activity for inter-learning, facilitating writing skills in early schooling. Gamification as an innovative strategy within the inter-learning process has contributed significantly to the development of skills in students, enabling a broad evolution in student cognition, especially in learning to write in a fun and motivated way to learn positively, so it is essential to recognize the context by promoting relationships between visual, sensory-motor, and listening skills, allowing the students to develop their critical skills by starting to enhance their writing and handwriting.
- ÍtemAcceso AbiertoProblemas de aprendizaje en la enseñanza de la escritura en niños de básica media(Universidad Católica de Cuenca., 2023) Piña Toalongo, Kevin Andres; Castro Salazar, Ana Zulema; 0303147516; ., .This research aimed to learn about the learning problems in the teaching process of writing in basic education children at the following educational institutions: Emilio Abad and 16 de Abril Basic Education Schools located in Azogues Canton, Cañar Province. Methodologically, this study is non-experimental with a quantitative approach because descriptive statistics were used applying the JASPS program. A cross-sectional cohort design was also used in this study since the data was obtained during the 2022-2023 school year. Fifteen teachers were taken as sample analysis to conduct this research. A survey was used as a technique, a questionnaire of 15 questions as a survey instrument, and the Likert scale was used as a rating system. The survey instrument was validated using Cronbach's alpha coefficient of reliability. Data collection was performed through field research, and descriptive statistics were used to consolidate the information. Ninety-three percent of the teachers consider appropriate methodologies to be fundamental. This information is satisfactory since it is pleasing to know that teachers work with strategies that promote reflective, critical, and participatory student development fostering a quality educational process. In addition, teachers use digital tools and appropriate methodologies for teaching writing, as well as the use of strategies to teach spelling. The teaching of writing through the implementation of active methodologies allows learning to be dynamic, participatory, and motivating.