Carrera de Psicopedagogía
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32370
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Item Intereses Vocacionales y Elección de la Carrera(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Orquera Bustos Débora Anais; Aldás Rovayo Víctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research work with the topic: “Vocational interests and career choice” in the students of sciences bachelors at “Nueva Generación” educational unit; with the main objective: Determine the incidence of vocational interests and career choices, based on investigation and participation of first, second and third year of general unified bachelor students, with a total participation of 60 students. The quantitative-qualitative and correlational methodology used, which contributed to recollect and obtaining results, using the bibliographic and field research modality was used, with a descriptive, exploratory and correlational scope, through which vocational interests in the choice of university career were known. With the investigation determined the vocational interests, applying the CHASIDE vocational test, giving the result that 44% of students develop marked preferences in humanistic and health sciences, also the HOLLAND vocational test was applied, giving the result that 40% of students prefer social areas. To verify the research work, the chi-square statistic was used with the SPSS program, which rejects the null hypothesis and accepted the alternative hypothesis, which states that vocational interest do influence the choice of university career in the students of science bachelor of “Nueva Generación” educational unit.Item Comunicación familiar y comportamiento socioafectivo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Toasa Galarza Junior Marcelo; Indacochea Mendoza Luis René; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe objective of this research “Family communication and socio-affective behavior” is to determine the influence of family communication on the socio-affective behavior of high school students of the Juan Pablo II Educational Unit. The research methodology presents a mixed approach; with descriptive, exploratory and correlational levels; field and bibliographicdocumentary modalities. The evaluated sample consisted of 94 high school students of the Juan Pablo II Educational Unit of Ambato. Family communication was evaluated with the Family Communication Scale and socio-affective behavior with Gismero's Social Skills Scale (EHS). The data collected were statistically processed through SPSS statistical software, from which the chi-square calculation was obtained to determine the level of correlation between the proposed variables. The results accepted the alternative hypothesis and rejected the null hypothesis that family communication does influence socioemotional behaviorItem Rol parental y habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Chávez Arcos Jennifer Cristina; Núñez Hernández Corina Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research, titled “Parental Role and Social Skills”, aims to establish the impact of the parental role on the social skills of students in the Middle Basic General Education level at the “Juan Pablo II” Educational Unit. The study involved a population of 103 students, from which a sample of 79 was selected. The methodology employed was based on both quantitative and qualitative approaches, allowing for the theoretical and statistical verification of the alternative hypothesis. Furthermore, the study had an exploratory, descriptive, and correlational scope and was conducted under the bibliographic-documentary research modality. For data collection, two instruments were used: a semi-structured questionnaire on the parental role and the Social Skills Evaluation System (SEHS). The results were verified using the Chi-Square statistical test, obtaining a calculated value of 40.864, which exceeded the critical tabulated value of 9.487. As a result, the alternative hypothesis was accepted, concluding that the parental role does have an impact on the social skills of Middle Basic General Education students at the “Juan Pablo II” Educational Unit.Item Las herramientas digitales y la comprensión lectora(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Gavilema Sanchez Nathaly Liliana; Gavilanes López Wilma Lorena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research analyzes the impact of digital tools on the reading comprehension of fifth-grade students at the "González Suárez" Educational Unit. A mixed-method approach was applied, combining quantitative techniques, such as the CLP (Progressive Linguistic Complexity) test and Chi-square analysis, with qualitative strategies based on the TAM (Technology Acceptance Model). The results revealed that digital tools fostered a significant improvement in students’ comprehension skills, particularly in the literal and inferential levels of reading. Interactive platforms such as Educaplay, Cokitos, Liveworksheets, and Cerebriti promoted student engagement and facilitated differentiated learning. Additionally, the study identified positive student attitudes toward digital technologies, suggesting their high potential for sustainable integration into the curriculum. The findings support the implementation of pedagogically aligned digital strategies to strengthen reading comprehension and encourage autonomous, reflective learning. The study also provides recommendations for future research, emphasizing teacher training and the creation of dynamic, inclusive digital learning environments.Item Experiencia de aprendizaje y desarrollo de habilidades cognitivas(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Córdova Zurita Juan David; Aldas Rovayo Victor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research called “Learning experiences and development of cognitive skills” explores que possibility of relating the perception of first, second and third semester university students of the psychopedagogy career with the development of their cognitive skills with the objective of analyzing this relationship. The research approach was quantitative with a non-experimental, cross-sectional design. The population consisted of 104 students, and two instruments were applied: The results showed a predominance of medium and high levels in both variables measured, it is concluded that at a statistical level the hypothesis is considered as null, so that although in a narrative and descriptive way there is a relationship between quality and significance of the experience and the development of these skills, it is not extracted more than an empirical basis that promotes pedagogical methodologies that take the student as an endocentric element that should be favored by their environment.Item Estilos de crianza y su incidencia en el comportamiento socioemocional(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Méndez Barreno Camila Anahí; Morales Jaramillo María Belén; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe approaches or parenting styles employed in raising children significantly influence their socio-emotional development. The methods used by parents to establish boundaries have a direct impact on their children’s self-esteem, social communication, and emotional regulation. This research aims to explore the relationship between parenting styles and the socio-emotional behavior development of students and their parents from 3rd, 4th, and 5th grades at the “Glenn Doman” Educational Unit. A mixed-methods approach was applied, integrating both quantitative and qualitative elements to provide a broader understanding of the studied phenomena. The study is descriptive and exploratory in nature. Data was collected using the “Emotional Intelligence Test for Children Aged 8 to 12” and the “Parenting Styles and Dimensions Questionnaire (PSDQ).” The fieldwork included 33 parents and 33 students from the morning schedule of the specified grades. Key findings include that 30.3% of parents reported never using punishment, preferring reasoning as a disciplinary method, while 45.5% admitted to yelling at their child when misbehaving. Additionally, 12.1% stated they face these situations almost half of the time. Notably, 78.8% reported never ignoring their child's misbehavior, which is an encouraging outcome. Regarding emotional intelligence, 45.5% of the children said they always recognize when they are doing things right (Self-awareness dimension). In Emotional Utilization, 12.1% reported only sometimes feeling motivated, and 6.1% said they never do. When it comes to Empathy, 15.2% admitted they often mock others who have flaws. For Social Skills, 12.1% stated they never solve problems without fighting, 36.4% said they do so sometimes, while 15.2% almost always feel afraid to express their emotions, and 21.2% consistently fear showing how they feel. The likelihood ratio test yielded a value of 27.353 (p = .038), and the linear-by-linear association was 6.893 with a significance level of p = .009, indicating an upward linear trend between the two variables. In conclusion, whether the parenting styles are functional or positive, children assessed through socio-emotional behavior tests demonstrated assertive developmental levels.Item Metodología pedagógica y el aprendizaje colaborativo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Flores Flores Anderson Fabricio; Núñez Hernández Corina Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research on "Pedagogical Methodology and Collaborative Learning of Fourth Year Students at the Educational Unit "La Providencia" School Year 2024 - 2025", which aims to analyze the influence of pedagogical methodology and collaborative learning of students, was worked with a population of 47 students from the institution. A mixed methodological approach was used, combining bibliographic and field research. The study had a descriptive, explanatory, and correlational scope, allowing us to understand how pedagogical methodology affects collaborative learning. A descriptive, explanatory, and correlational level was also developed. Data was collected in person, using a semi-structured survey and the Cooperative Learning CAC questionnaire to measure meaningful learning. The Chi-square test was used to statistically verify the research work. This allowed us to reject the null hypothesis and accept the alternative hypothesis, confirming that the teaching methodology does influence collaborative learning among fourth-year elementary school students at the "La Providencia" Educational Unit. Finally, it is concluded that active and well-planned teaching fosters teamwork and cooperation among students.Item Los estilos de aprendizaje y la comprensión lectora(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Gavilanez Cordones Giacomo Giordie; Gómez Alvarado Héctor FernandoThe present research, titled “Learning Styles and Reading Comprehension of Students in the Leveling Course and First Semester of the Early Childhood Education Program at the Technical University of Ambato”, aimed to determine the influence of learning styles on reading comprehension. A mixed-methods approach was applied, with descriptive, exploratory, and correlational levels. The sample consisted of 67 students, who were assessed using the VARK Questionnaire to identify their learning styles (independent variable) and the Cloze Test to evaluate their level of reading comprehension (dependent variable). The results showed a predominance of the kinesthetic learning style (55%), followed by auditory (30%), reading/writing (9%), and visual (6%). Regarding reading comprehension, 43% of students fell within the instructional level, 25% showed difficulties or a deficient performance, and only 19% achieved an excellent level. The statistical analysis using Kendall’s Tau-b coefficient revealed a positive and significant correlation between the two variables (τ = 0.183; p = 0.005), indicating that learning styles do influence reading comprehension performance.Item Control inhibitorio y el razonamiento lógico(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Yánez Ramírez Karla Rebeca; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research "Inhibitory control and logical reasoning" aims to analyze the relationship between inhibitory control and the development of logical reasoning in 8th grade students of Basic General Education. The research methodology presents a mixed approach with descriptive, exploratory, and correlational levels; field and bibliographic-documentary modalities. The sample evaluated consisted of 45 students of 8th grade of Basic General Education from the "González Suárez" Educational Unit of Ambato, selected based on inclusion and exclusion criteria. Inhibitory control was assessed with the Stroop color and word test, and logical reasoning was assessed using Cattell's G-factor test, scale 2, format A. The data collected were statistically processed through the SPSS statistical software, from which the chi-square calculation was obtained to know if there is a correlation between the proposed variables. The results show a zero correlation between inhibitory control and logical reasoning, so it is concluded that both skills can be developed and strengthened independently.Item El uso de las Tecnologías de la Información y Comunicación y el ambiente escolar(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Guerrero Gavilanes Xavier Alejandro; Núñez Hernández Corina Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe main objective of this research entitled ‘The use of Information and Communication Technologies and the school environment’ was to identify the impact of the use of ICT in the school environment of the students of Second BGU of the Educational Unit ‘Sagrada Familia’, in the academic period 2024 - 2025. It has a mixed approach methodology, combining both qualitative and quantitative techniques, establishing three types of levels: exploratory, descriptive and correlational, by means of instruments such as the questionnaire for the evaluation of school climate and the SABER-TIC questionnaire. It shows the perception of teachers and students on the integration of technological tools in the educational environment. The results obtained show that ICT have an influence on the improvement of the school environment. Promoting more participatory and inclusive environments, but barriers such as resistance to change, unequal access to technological resources and lack of teacher training were also identified. However, both students and teachers have a positive outlook on the use of ICT and recognise the importance of ICT for improving the quality of education. Based on the findings, it is concluded that the effective incorporation of ICT in educational processes not only improves education, but also strengthens school coexistence and the socio-emotional development of students.