Carrera Educación Básica

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Author: search.filters.author.Chiguano Vásconez Martha AlexandraSubject: search.filters.subject.MOTIVACIÓN

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    La motivación durante el proceso de enseñanza-aprendizaje de los estudiantes de sexto grado de Educación General Básica de la Unidad Educativa Catorce de Julio – Juan Abel Echeverría, de la ciudad de Latacunga
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-01) Chiguano Vásconez Martha Alexandra; Mera Constante Medardo Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The present research, aligned with Social and Educational Behavior, aimed to analyze motivation during the teaching-learning process of sixth-grade students of General Basic Education at the “Catorce de Julio – Juan Abel Echeverría” Educational Unit, in the city of Latacunga. The methodology used followed a mixed approach, with a non-experimental, descriptive, and cross-sectional design, under a bibliographic and field-based modality. The population consisted of 39 students, including four with educational needs not associated with disabilities, and one teacher who teaches the core subjects. To collect data, a Likert-scale questionnaire was applied to the students and a structured interview was conducted with the teacher; both instruments were validated by experts. The results show that motivation improves when there is a good school environment, adequate rest, proper nutrition, and emotional wellbeing; in addition, it was identified that extrinsic motivation predominates, as most students make an effort to obtain grades or rewards, although intrinsic motivation is also evident in those who learn out of personal interest; likewise, it was found that cooperative work and teacher support strengthen learning and increase student confidence. In conclusion, the motivation of sixth-grade students is mainly driven by external stimuli, although a genuine interest in learning is also observed, and this is influenced by factors such as school climate, peer support, teacher attitude, and the application of active methodologies, which allow for a more dynamic and organized teaching-learning process.