Trabajos de Titulación - Sede Azogues - Educación

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  • Ítem
    Acceso Abierto
    La gamificación como estrategia didáctica para favorecer la escritura en estudiantes de básica superior
    (Universidad Católica de Cuenca., 2024) Tito Dutan, Evelyn Mishell; Cárdenas Cordero, Nancy Marcela; 0302918222
  • Ítem
    Acceso Abierto
    “Impacto de las aplicaciones tecnológicas para el desarrollo de habilidades lectoras en educación inicial
    (Universidad Católica de Cuenca., 2024) Martínez Sarmiento, Fernanda Jeanneth; Álvarez Lozano, María Isabel; 0302712740
  • Ítem
    Acceso Abierto
    Ansiedad y rendimiento académico en estudiantes universitarios
    (Universidad Católica de Cuenca., 2024) Cárdenas Ortega, Marcos Ismael; Ochoa Encalada, Sergio; 0350150504
    This research investigates anxiety and low academic performance in university students to analyze whether the level of anxiety affects academic performance and to what extent it does so. A systematic review was conducted to address the topic, considering the different parameters of the PRISMA methodology, which offers relevant perspectives and approaches to the subject being investigated. The research focused on reviewing and critically analyzing available literature on a specific topic from 2018 to 2024. Data collection and management were conducted using the digital database of the Catholic University of Cuenca, as well as platforms such as Web of Science, SciELO, Redalyc, Scopus, ProQuest, Digitalia Hispánica, Magisterio Editorial Library, and other national and international ones. Relevant and updated information on the study variables was obtained. Findings reveal that university students with high levels of anxiety show low academic performance, confirming the hypothesis that anxiety directly influences student performance. However, it is also evident that in students with low and moderate levels of anxiety, anxiety does not affect learning outcomes. Keywords: anxiety, academic performance, school competencies, university students
  • Ítem
    Acceso Abierto
    Aplicación de recursos didácticos digitales para estudiantes con problemas de aprendizaje en básica superior
    (Universidad Católica de Cuenca., 2024) Ulloa Banegas, Mirta Carmita; Garcia Herrera, Darwin Gabriel; 0107223349
    This research, entitled "Application of Digital Didactic Resources for Students with Learning Disabilities in Upper Basic Education," addresses a crucial topic in response to inclusive education. These resources offer a variety of tools and adaptive approaches that adjust to the individual needs of learners, enabling a more personalized and effective learning experience. Firstly, digital resources provide a wide range of formats, such as interactive videos, educational games, and simulations, which enhance student participation and interest, thus facilitating the understanding of complex concepts. Additionally, digital platforms permit flexible access to educational content, promoting learning at one's own pace, which benefits those with learning difficulties. The adaptability of these resources is also essential for addressing the diverse needs of students. The ability to adjust difficulty, format, and presentation of material contributes to creating an inclusive learning environment where each student can receive the necessary support to overcome their specific challenges. This research attempts to identify applications of digital didactic resources for students with learning disabilities in upper basic education. These applications aim to create a more inclusive and effective educational environment for students facing difficulties in their learning process while maintaining their interest. Keywords: educational game, educational resource, interpersonal skills, teaching and training
  • Ítem
    Acceso Abierto
    Diseño de materiales didácticos inclusivos en la enseñanza de la lectura en estudiantes de básica media
    (Universidad Católica de Cuenca., 2024) Naspud Caisaguano, Jessica Catalina; Álvarez Lozano, MarÍa Isabel; 0301969408
    Inclusive didactic materials in teaching reading aim to ensure a diverse educational environment for each student. Using these resources will allow all students to actively participate in the learning process, regardless of their differences, abilities, needs, or disabilities, promoting everyone's participation and learning. This work aims to determine the importance of didactic resources in developing communicative skills that overcome exclusionary barriers, ensuring that students have access to resources that meet their individual needs. A systematic review was conducted to address this topic, considering the different parameters of the PRISMA methodology, offering relevant perspectives and approaches on the design and development of didactic-inclusive materials focused on technological applications and scientific advances in the context of education and society. As results and conclusions, the design and selection of didactic materials must be carefully formulated according to each student's needs. Their effectiveness should be continuously evaluated to guarantee their adaptability and effectiveness in the teaching-learning process. Within this, reading skills are included, aiming to improve the participation and performance of all students, guaranteeing their academic success. Keywords: inclusion, design, didactic materials, reading