Trabajos de Titulación - Sede Azogues - Educación
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/85
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Ítem Acceso Abierto El bullying y su relación con el bienestar emocional en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Feijoo Salinas , Anthony Daniel; Mejía Rodríguez , Israel Neptalí; 0705136638Bullying, also known as school harassment, has become a concerning issue in the educational environment, especially in secondary school. This phenomenon is characterized by aggressive and intentional behaviors aimed at harming or intimidating a vulnerable individual or group. This research aims to analyze the impact of social support on the emotional well-being of high school students who have been victims of bullying. The methodology applied is a systematic literature review. The PRISMA method analyzes the entire process to collect the information necessary for the study. The Rayyan tool is used to include relevant articles and to exclude duplicates or irrelevant ones. Criteria include publications from 2017 to 2023 in English and Spanish. Vocabulary is obtained from the UNESCO Thesaurus and ERIC. Access is made to the databases of the Catholic University of Cuenca in journals such as Scopus, Web of Science, ProQuest, and SciELO. Twelve articles were selected to meet the research objective. Understanding the negative consequences of bullying and implementing effective prevention and intervention strategies are crucial. The results prioritize early bullying prevention to protect the mental health of all students. Keywords: bullying, emotional well-being, psychological impact, interventions, preventionÍtem Acceso Abierto Aprendizaje invertido como estrategia didáctica en el rendimiento académico de estudiantes de básica superior(Universidad Católica de Cuenca., 2024) Cabrera Quinteros, Amanda Daniela; Cárdenas Cordero, Nancy Marcela; 0302879374The flipped classroom has become an increasingly popular didactic strategy in education, especially in students' academic performance, because of its potential to increase motivation, participation, and the level of learning within upper basic education. This research aims to demonstrate how the flipped classroom aids the academic performance of upper basic education students. The methodology was a systematic literature review study using the PRISMA method, and the UNESCO and ERIC thesaurus was employed to obtain the vocabulary to support the research topic. Using the RAYYAN tool, a selection was conducted to include articles contributing to the research while excluding those irrelevant to the study. Additionally, digital databases from the Catholic University of Cuenca, such as Scopus, Web of Science, and ProQuest, were chosen to develop the research topic. Twenty articles were selected, all of which addressed the flipped classroom as a didactic strategy to improve the academic performance of upper basic education students. These studies revealed that the flipped classroom has proven to be an effective strategy for improving the academic performance of upper basic education students by incorporating elements and games to increase motivation, participation, and academic performance, facilitating more dynamic and engaging learning. Keywords: active participation, intrinsic motivation, deep understanding, skill development, performance improvementÍtem Acceso Abierto Participación activa de los padres en el rendimiento académico de los estudiantes de educación básica media(Universidad Católica de Cuenca., 2024) Mora Romero, Leslie Jazmin; Mejía Rodríguez, Israel Neptalí; 0350119319The active participation of parents plays a determining role in their children's academic performance. Constant involvement in school life reinforces the values of responsibility, commitment, and motivation towards learning. Thus, the active involvement of parents not only strengthens the family bond and provides a supportive environment that favors the student's educational success. This research aims to analyze how parents' active participation influences the academic performance of middle school students. The methodology applied is a systematic literature review guided by the PRISMA method, detailing the selection and exclusion process of articles contributing to the research. The vocabulary was obtained from UNESCO and ERIC thesauruses, and a thorough search was conducted using the RAYYAN tool. The digital databases of the Catholic University of Cuenca, such as Web of Science, Scopus, Erick, and ProQuest, were used. Sixteen articles contributed to the study, which addresses the fact that the active participation of parents is one of the most influential factors in the academic performance of students and shows that this active participation is a fundamental element in ensuring academic success and reaching students' maximum potential in the fulfillment of their academic objectives. It is necessary to implement new strategies to promote parental involvement in their children's education and to prioritize considering contributions from other disciplines, understanding that the current practices of family-school relationships within the school appear to be exhausted. Keywords: family, school, participation, academic performance, strategiesÍtem Acceso Abierto La inclusión cultural educativa con recursos tecnológicos y su impacto en el interaprendizaje de estudiantes de básica media(Universidad Católica de Cuenca., 2024) Pesantez Pesantez, Rosa Elizabeth; Castro Salazar, Ana Zulema; 0106279128Currently, global education is undergoing a rapid transformation process driven by technology integration in the classroom. Technological resources provide learning opportunities and present challenges that educators must address. This study aims to analyze educational cultural inclusion through the adaptation of technological resources and its impact on middle school students' interlearning through a systematic literature review to strengthen the teaching-learning process. The methodology employed a systematic literature review using the PRISMA method; a flowchart facilitated an analysis of the entire process conducted via the RAYYAN tool for the selection of articles pertinent to the topic and the exclusion of ones unrelated. Vocabulary was obtained through the UNESCO and ERIC thesaurus. A comprehensive search was conducted by accessing the Catholic University of Cuenca databases, such as Scopus, Web of Science, SciELO, and ProQuest. Out of this process, 14 articles provided comprehensive information for this study. The chosen papers were from 2017 to 2023 in English and Spanish. Continuous teacher training underscores that the use of technology and ensuring that all students have access to devices and a quality internet connection are crucial elements for maximizing the positive impact of these resources. Keywords: inclusion, interlearning, technology, studentsÍtem Acceso Abierto Plataformas de aprendizaje en el desarrollo de la comprensión lectora en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Pomaquiza Zhagñay, Mayra Alexandra; Pinos Coronel, Paola Cecilia; 0350078994Learning platforms are essential digital resources that offer a wide array of tools and resources for enhancing reading comprehension in middle school students. They enable students to delve into different genres, authors, and topics, fostering deep interest in reading and expanding their vocabulary. Objectives. This research aims to evaluate the remarkable impact of learning platforms on the development of reading comprehension in middle school students. It aims to research how these tools integrate into educational settings and how they influence cognitive and metacognitive processes associated with reading to enhance comprehension. Methodology. A systematic review of scientific literature was conducted from databases such as ProQuest, Scopus, and SCIELO. Results. After studying 14 articles on learning platforms, it was demonstrated that these platforms have yielded a positive and significant impact on the development of reading comprehension in middle school students. Using learning platforms has led to substantial improvements in vocabulary, fluency, comprehension, and critical analysis skills. Conclusion. Learning platforms are valuable tools for the enhancement of reading comprehension. It also provides students with personalized and captivating learning experiences that could stimulate increased reading and overall skill improvement. These platforms must be utilized as a complement to classroom instruction to offer students additional learning and practice opportunities. Study field: Education. Keywords: reading, strategy, methodology, gamification, studentsÍtem Acceso Abierto Las competencias tecnopedagógicas de los docentes en el rendimiento académico de los estudiantes de Bachillerato(Universidad Católica de Cuenca., 2024) Vizueta Jimbo, Jenny Katherine; Pinos Coronel, Paola Cecilia; 0302678420In today's world, marked by rapid technological evolution, teachers' techno-pedagogical competencies have become a determining factor for educational success, especially at the high school level. These competencies encompass teachers' ability to integrate Information and Communication Technologies (ICT) effectively and creatively into their pedagogical practices. This study aims to foster teachers' techno-pedagogical competencies in using technology to improve their classroom performance and reinforce the academic accomplishment of high school students. The systematic literature review follows the Preferred Reporting Items for the Systematic Review and Meta-Analyses (PRISMA) guidelines to support the inclusion and exclusion of articles to strengthen the study. The Catholic University of Cuenca databases such as Scopus, Web of Science, Proquest, and SciELO were accessed. In this study, 14 articles were reviewed to determine the teachers' techno-pedagogical competencies in high school student's academic performance, and the UNESCO Thesaurus and ERIC were used to identify the vocabulary. Research has demonstrated that the teachers' techno-pedagogical competencies have a positive impact on the academic performance of high school students and generate greater motivation and participation in the classroom, the development of more advanced technological and digital skills, and to think critically and solve problems creatively. Keywords: techno-pedagogy, competence, methodological strategies, interlearning, high schoolÍtem Acceso Abierto La gamificación como estrategia metodológica en la enseñanza de la lectura en educación básica superior(Universidad Católica de Cuenca., 2024) Nieto Sojos, Jennifer Mariuxi; Cárdenas Cordero, Nancy Marcela; 0302748751Gamification as a methodological strategy in teaching reading in Upper Basic Education emphasizes didactic strategies that are important for the student's development within the educational process. The reader can use a more active and creative cognitive system through gamification. This study aims to demonstrate the use of gamification tools and their impact on high school students in Azogues. The methodology applied is the systemic literature review matrix with the [PRISMA] method. The digital databases of the Catholic University of Cuenca, such as Scopus, Web of Science, Proquest, and ERIC, articles were selected from indexed academic journals published from 2015 to 2023. With the tool [RAYYAN], each article related to the topic to be investigated was selected. The vocabulary was supported by the [UNESCO] Thesaurus; after analyzing 15 articles on gamification, a prevalence of 77% was obtained for the use of tablets and access to technologies. With gamification, it is possible to promote the cognitive development of reading and, thus, the reading habit. With the authors' contribution, gamification is a methodology that teachers in all areas of knowledge should apply and, therefore, convert reading learning into a recreational, pleasant habit that enables the development of critical thinking and constructivist learning. Keywords: reading, strategy, methodology, gamification, studentsÍtem Acceso Abierto Herramientas digitales como estrategia didáctica para la enseñanza de la escritura en estudiantes de básica media(Universidad Católica de Cuenca., 2024) Rea Sacta , Brian Ariel; Alvarez Lozano, María Isabel; 0302364617Ítem Acceso Abierto Los recursos tecnológicos en el desarrollo de la comprensión lectora en estudiantes de básica elemental(Universidad Católica de Cuenca., 2024) Quito Velecela , Inés Johana; Castro Salazar, Ana Zulema; 0302706551Ítem Acceso Abierto Aprendizaje colaborativo como estrategia didáctica en problemas de dislexia de estudiantes de Básica Elemental(Universidad Católica de Cuenca., 2024) Dután Huillcatanda, María Elena; Cárdenas Cordero, Nancy Marcela; 0301995163Collaborative learning is a didactic strategy that promotes student teamwork, collaboration, and cooperation. This strategy can be used to address dyslexia problems. This research aims to determine collaborative learning as a didactic strategy for solving dyslexia problems of elementary school students. The methodology was based on a systematic literature review of the digital databases reported by the Catholic University of Cuenca such as Scopus, Web of Science, ProQuest, SciELO, Redalyc, and ERIC. The PRISMA method was utilized to analyze the selected articles. The keywords “dyslexia,” “collaborative learning,” “learning difficulty,” “mental impairment,” and “slow learner” of the Thesaurus of UNESCO were used. The reviewed articles were from indexed academic journals published between 2017 and 2022, encompassing studies with quantitative approaches, publications in English, Portuguese, and Spanish, and research areas including Psychology, Education, Pediatrics, and Neurology, with study populations of adolescents and children. The RAYYAN tool was employed to include and exclude articles for research development. In conclusion, implementing collaborative learning has proven effective in improving the academic performance of students with dyslexia. Recent research supports that this strategy helps with dyslexia-related problems and fosters strong components such as solidarity and peer support. Keywords: learning difficulty, reading writing, slow learningÍtem 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; 0302918222Ítem 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; 0302712740Ítem Acceso Abierto Ansiedad y rendimiento académico en estudiantes universitarios(Universidad Católica de Cuenca., 2024) Cárdenas Ortega, Marcos Ismael; Ochoa Encalada, Sergio; 0350150504This 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 studentsÍtem 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; 0107223349This 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 trainingÍtem 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; 0301969408Inclusive 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, readingÍtem Acceso Abierto El storytelling como estrategia didáctica en la enseñanza de la lectura(Universidad Católica de Cuenca., 2024) Tenezaca Ganzhi, Miriam Alexandra; Ochoa Encalada , Sergio Constantino; 0350135182As a result of the COVID-19 pandemic, changes have happened in many aspects worldwide. Within the educational system, a historic milestone in this transformation is the emergence of virtuality and digital educational tools to promote student motivation and attention to learning. This work aims to determine the importance of Storytelling as a didactic strategy in reading instruction, considering the emotional connection and holistic development through this technique as an alternative to counteract the difficulties students face when reading. Additionally, the fundamental role of technology in teaching and learning is highlighted, as well as the role of the teacher in the planning and management of this technique. This qualitative systematic study was conducted considering the different parameters that comprise the PRISMA methodology (Preferred Reporting Items for Systematic Reviews), as no properly registered development protocol was found. In conclusion, the importance of this technique in promoting cognitive skills and competencies in students, such as communication, is emphasized, underscoring its ability to simplify complex concepts and improve information retention. Keywords: technique, reading, skills, narratives, emotionsÍtem Acceso Abierto La Gamificación y su Aplicación en la Educación Inclusiva en Básica Media(Universidad Católica de Cuenca., 2024) Paida Paida, Monica Alexandra; Álvarez Lozano, María Isabel; 0302699871Currently, society is immersed in an era of significant change, and the emergence of gamified tools makes gamification turn non-playful activities into something enjoyable. This research aims to analyze the application of gamification in the interlearning process in inclusive education in middle school. The work focuses on meta-analysis methodology and consider the various parameters of the PRISMA methodology, which enables reliable and properly validated studies that contribute with necessary information. was collected and managed from the Catholic University of Cuenca databases in SciELO, Redalyc, Dialnet, and theses. It should be emphasized that the search process for the studies needed in the systematic review is located in a flowchart. Among the most relevant results is that teachers and students consider that implementing gamification in the educational environment significantly contributes to developing and acquiring meaningful learning. About 88% of students and teachers mentioned that they are generally interested in teachers using gamification and developing game dynamics in their classrooms. In conclusion, using these digital tools is essential to improve inclusive education and encourage teachers and students to use didactic strategies and technological tools that draw their attention. Keywords: inclusive education, gamification, and its application, educational strategies, motivationÍtem Acceso Abierto La lectura como estrategia para el desarrollo del pensamiento crítico en el bachillerato(Universidad Católica de Cuenca., 2024) Carangui Vázquez, Karol Jessenia; Ochoa Encalada, Segio Constantino; 0302041967This research aims to analyze reading as a strategy for critical thinking in students at the Unified General Baccalaureate level. The study applied the qualitative STREEM methodology and conducted a bibliographic analysis of national and international studies related to the object of study over the last five years. Through articles, research, and reports on various information platforms supporting the study topic, it was evident that fostering reading habits in students while enhancing critical thinking processes is essential for optimal and innovative development. It is important to understand that reading is one of the primary activities for human thought's cognitive growth. Therefore, it is crucial to implement and establish ways that allow students to promote reading advancement and capacities. The literature review determined that current education is based on competencies and the acquisition of cognitive skills in training students capable of solving problems in everyday life and functioning in society as active, thoughtful individuals capable of expressing constructivist criteria. Keywords: Reading habit, Critical thinking, constructivist criteria, strategies, readingÍtem Acceso Abierto Estrategias 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.Ítem Acceso Abierto Estrategias 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
