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End date: 2019Subject: search.filters.subject.APRENDIZAJE

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    Project based learning method to develop speaking skill in the students of eight level of San Felipe Neri School September 2018 – January 2019
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Jaramillo Quinchuela, Gabriela Alexandra; Ortega Andrade, Rocío
    The research Project Based Learning (PBL) to improve speaking represents a theoretical-practical solution at the low level of speaking of the students of the eighth level of Unidad Educativa San Felipe Neri (UESFN). The main objective was to determine the influence of PBL on oral communication in English in the classroom. The students worked with systematized projects in a dynamic environment and in a real context to improve the teaching-learning process. It let students improve pronunciation, grammar, vocabulary and interaction. An arduous literature review was carried out for the delimitation of the variables and theoretical support. The methods used were analytical, deductive and descriptive. Through a diagnostic test and a rubric (KET) applied at the beginning and end of the period established in the research, the level of speaking of the students was determined. The next step was to inquire about the perception that teachers have about the level of speaking of their students and the way of working with PBL by UESFN teachers. Once the problem was determined, strategies based on PBL were applied that allowed improving the speaking skill. The monitoring of the application of PBL was carried out with an observation guide. The results subject to statistical analysis were positive using the T-student test. It was determined that the experimental group had an improvement of 0.5 more in the average in the total score than the control group. The observation guide showed a gradual improvement after the execution of each one of the four projects performed. In this way the speaking skill in the UESFN students was improved. It is recommended to apply this guide based on PBL and develop new projects with PBL to improve communicative skills.
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    Communicative activities in the speaking skill development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Guailla Guaranga, Janneth Mercedes; Suárez Mosquera, Wilma Elizabeth
    The main objective of this study was to investigate whether the implementation of communicative activities in the English language learning process improves the speaking skill of students belonging to eighth year of basic general education. To determine the effectiveness of communicative activities in improving students' speaking skill, a pre-test and a post-test of verbal development were applied. These exams were structured based on the KET (Key English Test) international exam and were taken by the students of the 8th grade of basic general education of the Unidad Educativa Pedro Vicente Maldonado during the 2018-2019 academic period. A booklet with class plans was designed which served as a guide for the implementation of this study in the classroom with the students of the experimental group. These class plans mainly contained communicative activities such as questions, role plays, games, information gaps, storytelling, and describing pictures. All these activities were combined with speaking sub-skills namely grammar, pronunciation, interactive communication, repair and repetition, and appropriacy. All the activities carried out were focused on the oral communication of the students who demonstrated improvement after this process. Having finished the intervention in the classroom, a post-test was taken which had the same approach as the pre-test. Then, the processing of the data obtained for subsequent analysis and interpretation was performed through the Student's T-Test. The results demonstrated that the implementation of the communicative activities enhances the speaking skill of the students.
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    Verbal linguistic intelligence strategies for English language speaking skills development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Amaguaya Vizuete, Sandra Paulina; Suárez Mosquera, Wilma Elizabeth
    The main objective of this research was to determine how verbal-linguistic intelligence strategies impact on the development of English language speaking skills. To determine the effectiveness of these linguistic-verbal strategies, a pre-test and a post-test of the oral development was applied, which was focused on the KET (Key English Test) international examination to the students of the Third Year General Baccalaureate of the Unidad Educativa Combatientes de Tapi during the first term of the 2018-2019 school year. A booklet with class planning was designed which served as a guide for the implementation of the project in the classroom with the students of the experimental group. These lesson plans were focused on verbal - linguistic intelligence strategies which were aimed at improving students' speaking development. After the implementation, a post-test was taken which had the same approach as the pre-test. Then, the processing of the data obtained was carried out for its subsequent analysis and interpretation through the Student's T-test. The results show that the application of verbal - linguistic intelligence strategies have a positive impact on the development of speaking skills. Therefore, its use is highly recommended to help students in their English language learning.
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    Task-based learning approach in the development of the speaking skill
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-06) Soria Guerrero, Byron Rafael; Iza Pazmiño, Sarah Jacqueline
    The main objective of the present research work was to determine the impact of the Task-based Learning Approach helps to enhance the speaking students' ability from the Languages Center of the Universidad Nacional de Chimborazo level 1. To determine the effectiveness of this approach, a pre-test and post-test based on the Cambridge KET exam – speaking part, were given to the students of First level at the Language Center of the Universidad Nacional de Chimborazo, classes 1K4 and 1E4 during the period October 2018 - March 2019. A guide for the teacher was designed which was used during the treatment in the classroom. The data analysis was done before and after the work in the classroom. The guide design for the teacher was made based on the three stages of the process of a task: pre-task, task itself and post-task with the use of various types of tasks such as individual, group, open, closed, and information gap tasks, taking into consideration the motivation and the challenge that each task implies in the improvement of learners’ speaking skill. After concluding the treatment with the implementation of the proposal, the data analysis obtained from the pre-test and post-test were analyzed through the use of the T-student test. The results show that effectively the Task-based Learning Approach had a positive impact on the development of the students’ oral production who improved their ability to speak. Therefore, it is recommended that teachers apply this proposal with the Task-based Learning Approach to enhance the oral performance of students.
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    Storytelling strategy to improve coherence in writing skills development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Yánez Valle, Viviana Vanessa; Suárez Mosquera, Wilma Elizabeth
    The main objective of this study was to determine how the Storytelling strategy improves coherence in writing skills. To verify the effectiveness of this strategy, a pre-test and a post-test centered on writing were applied, which were based on the Cambridge PET exam, to sixth-level students of the Languages Center Cambridge Extension at Escuela Superior Politécnica de Chimborazo during the period september 2018 - february 2019. A guide for the teacher was designed which was used during the intervention in the classroom. Data analyzes were performed before and after the classroom work. The design of the guide was based on the three stages of the writing process: pre-writing, writing itself and reviewing with the use of the narrative technique, visual history, problem / solution, dialogue; and, hero and enemy. Once the application of the proposal was concluded, the data obtained from the pre-test and the post-test were processed through the student's mathematics T test with the statistical software SPSS (Statistical Package for the Social Sciences). The results show that with the application of the Storytelling strategy, the students showed more interest and greater improvement to produce written texts. Therefore, the Storytelling strategy contributes to the improvement of the written production of the students. Finally, it is concluded that the students improved the coherence in the production of their written texts through the Storytelling strategy and it is recommended that the educators apply the proposal with the Storytelling strategy in their educational work to improve students' development in their English language learning.
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    Proceso enseñanza - aprendizaje en estudiantes con necesidades educativas especiales (NEE) de la Unidad Educativa Benjamín Araujo
    (Universidad Técnica de Ambato. Dirección de Posgrado., 2017-09) Morales Guevara, Nancy Guadalupe; Rivera Flores, Danny Gonzalo
    The present work determines as a problem the deficient teaching-learning process for students with special educational NEE, who influence their attention and the inclusion of innovative educational methodologists, in Ecuador regulations have been established for inclusion, according to the information obtained from The Zonal Office 3, in the Province of Tungurahua, during the year 2014, 1451 students with NEE were included in the Benjamin Araujo Educational Unit from the academic year 2012 - 2013 students with disabilities were received. The study was quantitative, bibliographical, field, descriptive, exploratory and Correlational, an observation was applied to 30 students with NEE, 40 teachers and 90 students with these last two were applied a survey, were obtained The following results: Students with NEE in the cognitive field are easily distracted by losing interest, concentration and attention in classes, actively participate in exhibitions and discussions on certain topics, leave incomplete school work, require support to start, Develop or finish their school work, occasionally exhibit significant difficulties in understanding texts and mathematical problems. In the psychosocial aspect they have difficulty adapting to any situation of coexistence in their school environment. In the survey applied, 53% of teachers consider that they do not have methodological and pedagogical strategies to intervene in the classroom in a positive way with students with NEE, 48% who do not have material resources to care for students with disabilities, the 80% of teachers did not receive trainings on methodologies for the group analyzed and most have not designed curricular support plans, both permanent and temporary. It is proposed the design of a teaching guide for the implementation of pedagogical strategies that help the development of the teaching learning process of students with special educational NEE (NEE) of the Educational Unit Benjamin Araujo.
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    La inteligencia emocional en la formación integral de los estudiantes de la carrera de Ingeniería Agropecuaria de la Universidad de las Fuerzas Armadas ESPE, extensión Santo Domingo de los Tsáchilas
    (Universidad Técnica de Ambato. Dirección de Posgrado, 2017) Novillo Solórzano, Verónica Elizabeth; Valle Velasteguí, Edgar Luciano
    The present research focuses on the importance of the role of the teacher as an agent for the development of emotional intelligence in students, their skills of self-knowledge, self-control, empathy, communication and interrelation. The University is based on academic quality, creativity and innovation, its ability to respond to the scientific and human challenges of the time and regional, national and international society equitable, supportive and efficient. Fulfills the emotional intelligence in the integral formation students of the race of Agricultural Engineering of the University of the Armed Forces ESPE, extension Santo Domingo of the Tsáchilas, arises with the necessity to consider to the education not only as an instrument for the learning of contents And development of cognitive skills, but also as a space that contributes to the integral formation of students, which strengthen the construction and reinforcement of values so that they achieve an emotionally healthy life, peaceful and harmonious coexistence. The general objective was to determine the incidence of emotional intelligence in the integral training of students of the Agricultural Engineering career of the University of the Armed Forces ESPE, Santo Domingo de los Tsáchilas extension. In the methodological phase, the subjects of this study were 153 students and 25 teachers. The results obtained were processed in the statistical program SPSS 22.0, and through the Chi-Square of Pearson, the validity of the alternative hypothesis that determines that Emotional Intelligence SI is affected in the Integral Training of the students of the Agricultural Engineering career is confirmed. In such a way, it is suggested to the University and the teachers that the emotional intelligence be promoted within the hours of classes, in order to promote an integral formation to the future professionals at the service of the Ecuadorian society.
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    La metodología pedagógica y la educación inclusiva del área de lengua y literatura de la Escuela de Educación Básica Manuela Espejo
    (Universidad Técnica de Ambato. Dirección de Posgrado, 2017) Olalla Pardo, Verónica Elizabeth; Indacochea Mendoza, Luis René
    The present research is based on the Pedagogical Methodology and how it relates to Inclusive Education the same that includes all those educational resources that the teacher uses in the classroom to provoke meaningful learning and how these consolidate the knowledge linked to permanent incorporation And active of the different resources for the academic development. This work considers the different strategies, ways or ways of how the teaching-learning process is developed, linked to the student being a productive entity for society and having the possibility of being included in the environment in an active and consolidated way, To emphasize that teacher training is in full swing but in the context in which we develop many integrative activities are missing that may include children with disabilities within the educational context in the different forms of learning through the application of teaching methods, techniques and processes Collective, group and individual that facilitates the cognitive process.
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    Aprendizaje basado en proyectos y el rendimiento académico de los estudiantes de la Unidad Educativa Pasa
    (2016) Lucero Borja., Nancy Piedad; López Miller, Zoila Esperanza
    The aim of this research project is to determine how and Development Project Based Learning influences the academic achievement of students of the Education Unit Pasa. Whose purpose is to interrelate subjects that contribute to its implementation, beyond solving a problem looking for cooperative and interdisciplinary work to bring the student to the needs of the scientific age since being planned properly consent improve learning of disciplines that demand greater successful research and support on the reason for natural phenomena to stimulate students desire to excel and self-esteem to feel part of a group that contribute with opinions and dynamism with which fail to reach a particular purpose. Concomitant to this create research culture where the main protagonist of learning are the Dicent and thus improve academic achievement acquiring knowledge for life counterbalancing clusters of content, the results to equilibrate in levels of learning and progress in student . It should be applied ABPro as a methodological strategy to improve academic performance and interrelate subjects generating and clarifying questions, debating ideas, making predictions, outlining plans experiments, collecting and analyzing data, establishing conclusions, communicating their ideas and findings to others, making new questions and creating or improving products and processes. Concluding that according to statistics the academic performance of students of the Education Unit Pasa was poor, being necessary to reflect on the process to improve academic performance and make studying enjoyment under the direction of teachers who guide them in this process by promoting work team in classes and students in ensuring quality learning
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    Los procesos educativos de enseñanza aprendizaje en la formación disciplinaria de los estudiantes de la Unidad Educativa Particular Latinoamericano
    (2016) Miranda López, Ximena Cumandá; Benítez Aldás, Marcos Raphael
    The schools are part of society and, consequently, reflect it. No wonder, therefore, that within evidencing daily conflicts generated by the lack of discipline and failure of school obligations of students. The educational proposal can not be reduced to a mere change in the organization of the contents, but has very clear implications for how to organize the classroom and the work it develops. This research is aimed at encouraging the development of intrinsic Discipline of the high school students of the "Latin American" Educational Unit, based on the application of processes appropriate learning in innovative, to be established in the ingredients for the creation a potentiator classroom climate in which peer learning is possible and desirable; building a learning design based on the school context in which it is possible to analyze the dynamics of social problems, but also personal and emotional involvement of adolescents and the group-class. It proposes therefore the permanent application of resources and educational strategies, grounded in social and emotional approach, to develop and encourage the student self-discipline and compliance