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Motivación como estrategia didáctica en el aprendizaje significativo en los niños del subnivel 1 de la unidad educativa Juan Celio Secaira
| dc.contributor.advisor | Tablada Martínez, Gilma | |
| dc.contributor.author | Garrido Morocho, Melina Fernanda | |
| dc.date.accessioned | 2021-11-26T21:00:53Z | |
| dc.date.available | 2021-11-26T21:00:53Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/10815 | |
| dc.description | This research was carried out in the Juan Celio Secaira Educational Unit of the Montalvo cantón, during the period of May - August 2021. The problem identified is that teachers do not effectively apply motivational activities to achieve better results in the teaching process. The study is to determine the relationship between motivation as a didactic strategy and meaningful learning. The applied methodology contains a non-experimental study with a qualitative-quantitative approach, descriptive and correlational scope, the types of research are documentary and field; the methods used are inductive and deductive; a sample of 7 teachers and 20 students from sublevel 1 was used, the investigative techniques to obtain information from primary sources were the survey and interview. The main results indicate that the students' level of significant learning is not at optimal levels; Furthermore, teachers do not apply motivational activities adequately and consistently. The study concludes stating that the weaknesses in the teaching process are little empowerment of the importance of motivation in education by teachers and lack of professional instruction regarding applicable methodologies in the context of student motivation. | es_ES |
| dc.description | This research was carried out in the Juan Celio Secaira Educational Unit of the Montalvo cantón, during the period of May - August 2021. The problem identified is that teachers do not effectively apply motivational activities to achieve better results in the teaching process. The study is to determine the relationship between motivation as a didactic strategy and meaningful learning. The applied methodology contains a non-experimental study with a qualitative-quantitative approach, descriptive and correlational scope, the types of research are documentary and field; the methods used are inductive and deductive; a sample of 7 teachers and 20 students from sublevel 1 was used, the investigative techniques to obtain information from primary sources were the survey and interview. The main results indicate that the students' level of significant learning is not at optimal levels; Furthermore, teachers do not apply motivational activities adequately and consistently. The study concludes stating that the weaknesses in the teaching process are little empowerment of the importance of motivation in education by teachers and lack of professional instruction regarding applicable methodologies in the context of student motivation. | es_ES |
| dc.description.abstract | La presente investigación se realizó en la Unidad Educativa Juan Celio Secaira del cantón Montalvo, durante el periodo de Mayo – agosto 2021. La problemática identificada es que los docentes no aplican de manera efectiva actividades motivacionales para lograr mejores resultados en el proceso de enseñanza. El objetivo del estudio es determinar la relación entre la motivación como estrategia didáctica y el aprendizaje significativo. La metodología aplicada contiene: estudio no experimental con enfoque cuali-cuantitativo, alcance descriptivo y correlacional, los tipos de investigación son documental y de campo; los métodos empleados son inductivo y deductivo; se utilizó una muestra de 7 docentes y 20 estudiantes del subnivel 1, las técnicas investigativas para obtener la información de las fuentes primarias fueron la encuesta y entrevista. Los principales resultados indican que el nivel de aprendizaje significativo de los alumnos no se encuentra en niveles óptimos; además, los docentes no aplican actividades motivacionales de manera adecuada y constante. El estudio se concluye manifestando que las debilidades en el proceso de enseñanza son: poco empoderamiento de la importancia de la motivación en la educación por parte de los docentes y falta de instrucción profesional respecto a metodologías aplicables en el contexto de motivación estudiantil. | es_ES |
| dc.format.extent | 119 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Aprendizaje significativo | es_ES |
| dc.subject | Motivación | es_ES |
| dc.subject | Estrategia | es_ES |
| dc.subject | Didáctica | es_ES |
| dc.subject | Guía metodológica | es_ES |
| dc.title | Motivación como estrategia didáctica en el aprendizaje significativo en los niños del subnivel 1 de la unidad educativa Juan Celio Secaira | es_ES |
| dc.type | bachelorThesis | es_ES |
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