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Atención sostenida y la fluidez lectora
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Paredes Paredes Nat Jordi; Núñez López Carmita del Rocío; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research, regarding "Sustained Attention and Reading Fluency in 7th
Grade Students of the Gonzales Suarez Educational Unit," aimed to analyze the correlation
between sustained attention and reading fluency in seventh grade students of basic
secondary education, through the application of short reading and comprehension
exercises. The methodology used has a mixed approach, that is, both quantitative and
qualitative; the study adopted a cross-sectional design with exploratory, descriptive, and
correlational levels. The sample employed consisted of 61 students between 11 and 12 years
old from the aforementioned Educational Unit, who were selected according to specific
inclusion criteria. Two standardized instruments were used: the CARAS-R test to assess
sustained attention and the PLLE reading and written language test for reading fluency.
The data analysis process was performed through SPSS software, employing nonparametric
tests. The results show that 72% of the students had low or very low levels of sustained
attention, and more than 70% showed poor performance in reading fluency. Significant
correlations were identified between sustained attention and the lexical and comprehension
dimensions, thus validating the alternative hypothesis. It is concluded that sustained
attention acts as a structural condition for fluent and meaningful reading.
Consecuencias de la pandemia COVID 19 en el aprendizaje de las divisiones en el área de Matemática, con los estudiantes de quinto grado de Educación General Básica en la Unidad Educativa “Mariscal Sucre” de la ciudad de Píllaro
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-30) Guamaní Santafé Katherine Abigail; Morocho Lara Héctor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
The poor preparation of the educational system in the face of the health emergency
caused by the COVID-19 pandemic and the limited application of active didactic
strategies during virtual learning generated multiple difficulties in the students, among
them a decrease in the mastery of fundamental contents in the area of Mathematics,
such as divisions. The lack of constant pedagogical support, the inadequate use of
technologies and the low level of participation in virtual classes revealed important
formative gaps, particularly in elementary school students. In view of this problem,
the general objective was to: analyze the consequences of the COVID-19 pandemic in
the learning of divisions in the area of Mathematics, with students of fifth grade of
General Basic Education in the Educational Unit “Mariscal Sucre” of the city of
Píllaro. For this purpose, a methodology with a mixed approach was adopted, using a
structured survey directed to 70 students and semi-structured interviews to teachers.
The modality was field research with exploratory and descriptive levels, allowing the
collection of quantitative and qualitative information in the real context. Among the
results it was identified that 82.6% of the students had daily access to the Internet and
85.5% considered that they had learned what was necessary. However, there was
evidence of low participation, irregular practice of divisions and need for
reinforcement. Some 26.5 % expressed that they needed urgent support, 19.7 % never
asked for help, and only 37.7 % practiced at home constantly. Despite this, 62.3%
expressed greater interest in mathematics. It is concluded that the pandemic generated
gaps in the learning of divisions due to unequal access to resources and ineffective
methodologies. The need to apply active strategies, use concrete materials and
strengthen face-to-face teaching is highlighted.
Personal Narratives and Writing Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Solis Enríquez Jason Hernán; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This research explores the impact of personal narratives on the development of writing skills in
10th-grade students at Unidad Educativa “Manuela Espejo.” The topic is relevant due to the current
emphasis on communicative competence and student-centered learning in English language
education. Personal narratives offer an effective strategy to enhance writing performance in ideas,
structure, and linguistic accuracy, especially for learners with limited exposure to engaging writing
activities. The research followed a pre-experimental design with a sample of 31 students, 15 male
and 16 female. A pre-test and a post-test were administered in which students were asked to write
a 60-word paragraph, assessed using a rubric that evaluated content, organization, and language
use. The intervention included nine instructional sessions that were dedicated to teaching personal
narrative writing techniques. The statistical analysis was conducted using SPSS, the Shapiro-Wilk
test for normality, the Spearman correlation coefficient, and the Wilcoxon Signed-Rank Test for
hypothesis testing. The results revealed a statistically significant improvement in students’ writing
abilities after the intervention. In terms of content, students were able to express their ideas more
clearly and include more relevant personal information. Regarding organization, their texts showed
better structure with appropriate topic sentences, supporting details, and conclusions. Language
use also improved, as students demonstrated more accurate grammar, richer vocabulary, and
clearer sentence formation. These findings support the rejection of the null hypothesis and confirm
that the use of personal narratives is an effective strategy for enhancing writing skills in EFL
contexts.
Drilling Technique and Speaking Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Rodríguez Tubón Marlon Renée; Cumbe Coraizaca Dorys Maribel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The objective of this descriptive study was to analyze learners’ perspectives on how the
drilling technique enhances speaking skills. The research was conducted with a
population of 60 students from Pedagogía de los Idiomas Nacionales y Extranjeros
program at Universidad Técnica de Ambato, consisting of 42 females and 18 males. The
study focused on identifying the types of drilling techniques used, the speaking subskills
developed, and the strategies students apply to improve Speaking skills. Data was
collected through a structured Google Form survey, designed around the three research
questions. The survey was validated by five expert reviewers using Aiken’s V method to
ensure the relevance, clarity, and coherence of each item. A pilot test was also carried
out, and the instrument’s reliability was confirmed through Cronbach’s Alpha, with a
coefficient of 0.873. Descriptive statistics (mean scores) were used to analyze the results
via SPSS software. The findings indicated that mechanical drills, especially
transformation drills, were the most frequently used in class. Communicative drills such
as opinion-sharing and role-play were also significant in fostering spontaneous language
use. In terms of speaking subskills, pronunciation and grammar showed the highest
development. Presentations and role-play emerged as the most common strategies to
strengthen fluency and interaction. These results support the use of varied drill types to
reinforce both accuracy and communicative competence in EFL learners.
La autoestima y las relaciones interpersonales
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Rugel Torres Bryan Alberto; Nieto Viteri Paulina Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research aimed to explore the relationship between the variables self-esteem and
interpersonal relationships, using a sample of sixty high school students from Charles Darwin
High School. A mixed-method approach with a cross-sectional design was employed, applying
the Coopersmith Self-Esteem Inventory and the Goldstein Social Skills Scale. The results
highlight low levels of self-esteem in more than half of the participants. Statistical analysis
using Kendall's Tau-b coefficient indicated a direct relationship between the variables studied.
The study emphasizes the importance of implementing interventions to strengthen students’
self-perception, to prevent it from becoming a barrier to maintaining positive social
relationships and to promote optimal social functioning.
Audio-visual materials and speaking skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Hallo Salazar Laura Estefania; Meléndez Escobar Lorena Monserrath; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The purpose of this research was to analyze the impact of the use of audio-visual material
as a pedagogical strategy in the development of students' oral expression. The study was
carried out with fifth-grade students of the Unidad Educativa Mario Cobo Barona. The
population consisted of 80 students, distributed in a control group with 40 participants
and an experimental group with 40. A quantitative approach with a quasi-experimental
design was used. To measure progress, pre- and post-tests based on the speaking section
of the Cambridge A1 Movers exam were administered before and after the nine
intervention sessions. Each intervention, lasting 45 minutes, incorporated audio, videos,
images, flashcards, and worksheets in dynamics such as role-plays, storytelling, and
group discussions. Data analysis was performed using SPSS statistical software. The
results showed a significant improvement in the experimental group in aspects such as
vocabulary and grammar, pronunciation, and interaction skills. The mean score of this
group increased from 4.875 to 8.7 out of 10, reflecting an improvement of 3.825 points.
This shows that exposure to the audio-visual materials had a positive effect on the
development of their speaking skills. In conclusion, audio-visual materials are
consolidated as an effective didactic resource to enhance speaking skills. This strategy
not only stimulates students' active participation but also contributes to overcoming
linguistic challenges. Thanks to structured and interactive activities, students developed
greater confidence and communicative competence, which evidences the value of this
strategy in foreign language teaching.
Nature Pedagogy and Communicative Competence
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Ortiz Bravo Leslie Micaela; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This pre-experimental study aimed to determine the impact of nature pedagogy on
the development of communicative competence in 28 students among them 12 men and 16
women belonging to the fourth-semester majoring in Pedagogía de los Idiomas Nacionales
y Extranjeros at Universidad Técnica de Ambato. During this research ten interventions were
carried out designed under the Communicative Language Teaching (CLT) approach, using
nature pedagogy, and incorporating nature art activities that complemented the pedagogy
used such as create art about, in and with nature. Meanwhile for the development of the
chosen competence, some communicative and collaborative activities such as role – plays,
video recording, oral presentations, among others were carried out. On the other hand,
communicative competence was assessed through pre- and post-tests based on the
Cambridge PET speaking exam for B1 level. The results were analyzed through the test
suggested according to the number of participants, in this case Wilcoxon test, which revealed
a significant improvement in students' communicative competence, with remarkable
progress observed across the four evaluation criteria: grammar, pronunciation, fluency, and
vocabulary. While pre-test scores indicated a low level of performance, post-test results
showed improvement to an intermediate level, with some students achieving higher
proficiency. Finally, this research was useful promoting collaboration, teamwork, and
meaningful communication. These findings not only demonstrate the value of nature
pedagogy in strengthening communicative competence, but also confirm the alternative
hypothesis, and emphasize the relevance of this approach in educational contexts.
Funciones básicas y lecto-escritura
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Pila Iza Katherin Abigail; Cadena Peralta Gladys Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
This research, titled “Basic Functions and Literacy”, was conducted at the “El Sembrador”
Educational Unit to analyze how basic cognitive functions influence the acquisition of reading
and writing skills in students from the first to third grade of Basic General Education.
Employing a mixed-methods approach, the study used a cross-sectional, descriptivecorrelational design and combined bibliographic, documentary, and field modalities. A nonprobabilistic sample of 45 students was selected, and the Basic Functions Test from the
Ecuadorian Ministry of Education was applied. This instrument assessed cognitive-perceptual
skills such as attention, memory, visual and auditory perception, and motor coordination.
Results showed that students with higher development of basic functions performed better in
literacy tasks such as reading fluency, graphic tracing, text comprehension, and spelling. The
most frequent difficulties were found in first-grade students, particularly in laterality, spatial
orientation, and sequential auditory memory. Kendall’s Tau-b correlation confirmed a
statistically significant relationship between basic functions and literacy outcomes, validating
the study’s alternative hypothesis. It is concluded that strengthening basic functions from early
childhood education is crucial to preventing learning difficulties. The study recommends
implementing psychopedagogical stimulation programs and conducting periodic functional
assessments to guide personalized pedagogical interventions.
Interactive Multimedia Resources and Writing Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Chadan Tuza Lissbeth Cecilia; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Numerous studies have demonstrated the efficacy of integrating technology into the teaching
and learning process of English as a foreign language, in particular the use of online platforms
and AI tools to foster motivation, autonomy, and meaningful learning contexts. In
consideration of these principles, this research endeavor aims to evaluate the effectiveness of
interactive multimedia resources in developing writing skills. The methodology employed in
this study was pre-experimental, with a quantitative approach. The research sample comprised
35 second-semester students enrolled in the Pedagogía de los Idiomas Nacionales y
Extranjeros program at the Universidad Técnica de Ambato (7 males and 28 females with an
A2 level of English proficiency). The instruments used were pre- and post-tests of the A2-level
Cambridge Key English Test (KET), which were evaluated using a scoring rubric from 0 to 5
based on content, organization, and language. The study was conducted throughout seven inperson sessions, which were held over the span of four weeks. In the preliminary and final
sessions, participants completed the pre- and post-text to evaluate enhancements in the three
pivotal aspects of the writing process. During the implementation phase, interactive multimedia
resources were utilized to enhance the appeal and dynamism of the learning environment. The
employment of Perplexity was found to be a pivotal element in rectifying students' errors. The
collected data from the pre- and post-tests were analyzed using SPSS. The utilization of nonparametric tests validated the alternative hypotheses, thereby underscoring the efficacy of this
methodological approach. The findings of this research demonstrate an enhancement in all
three criteria evaluated, indicating significant linguistic advancements when compared to
scores based on the use of traditional methodologies. It could also be demonstrated that content
was the best-improved writing criteria, which paves the way for new proposals.
La dinámica familiar y el desempeño académico
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Chauca Torres Genesis Dayana; Gómez Alvarado Héctor Fernando; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research, entitled "Family Dynamics and Academic Performance", among
first year and first-semester students of the Early Childhood Education program at the
Technical University of Ambato, is based on a mixed approach that incorporates both
qualitative and quantitative data. It is guided by three essential levels: descriptive,
exploratory, and correlational. This study strictly addresses bibliographical, documentary,
and field research. A total sample of 82 students from the higher institution was used.
The study instruments used for the first variable were the "Family Functioning
Questionnaire (FF-SIL)," which measures family dysfunctions. For the independent
variable, the "Self-Perception of Academic Performance Questionnaire" was used to
gather relevant information.
The results obtained from the aforementioned were analyzed using Kendall's Taub correlation coefficient and Spearman's Rho. The Alternative Hypothesis was
determined rhetorically, which indicated that: Family dynamics do influence the
academic performance of students in the remedial and first semester of the Early
Childhood Education program at the Technical University of Ambato.
La lectura en el desarrollo de la cultura general en los estudiantes del quinto nivel de la carrera de educación básica de la Universidad Técnica de Ambato
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-06-30) Acosta Sandoval Vittoria Francesca; Chávez Maldonado Esteban Santiago; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
The objective of this research was to investigate the influence of reading in the
development of the general culture of the students of the fifth level of the Basic Education
Career at the Technical University of Ambato. The research design was nonexperimental, with a mixed approach and a descriptive level, within a bibliographic and
field modality; the techniques used were a test and an interview with the students, and a
15-question questionnaire and a focus group were used as instruments. The population
examined was 33 students and its line of research was social and educational behavior.
Through the test, the following results were obtained: the students have an average of
10.70 out of 15 points, and in the interview, it is highlighted that most of them perceive
reading as a fundamental tool for the development of their general culture. Finally, it was
concluded that based on the average obtained, the students have a moderately acceptable
level of general knowledge and that reading broadens their knowledge, improves their
understanding of the world and strengthens their communication skills, especially
relevant for their future teaching work
La atención sostenida y el rendimiento académico
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-30) Chamorro Vivanco Josselin Paola; Nieto Viteri Paulina Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
The present research, entitled "Sustained Attention and Academic Performance"among eighth, ninth, and tenth grade students of Basic General Education at the "AliciaMarcuard de Yerovi" Educational Unit, is based on a mixed-method approach andcollectsqualitative and quantitative data. It is guided by different levels: descriptive, exploratory, andcorrelational. This study structurally addresses bibliographical, documentary, andfieldresearch. Ninety-one students participated. The study instruments used for the first variable were the "D2 Attention Test," whichclearly measures selective sustainability. For the independent variable, the grades of eighth, ninth, and tenth grade students were required, which will serve to establish a meaningful
relationship between the two. The aforementioned results were determined using the Pearson Chi-square correlationcoefficient. The Alternate Hypothesis was determined to be valid, which indicates that
sustained attention directly influences academic performance among students in the eighth, ninth, and tenth grades of Basic General Education at the Alicia Marcuard de Yerovi
Educational Unit.