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Aprendizaje basado en proyectos y su impacto en la motivación académica en estudiantes de la UE Arcadio Soto Santana, Vinces. 2022
dc.contributor.advisor | Salazar Sánchez, María Elena | |
dc.contributor.author | Carriel Fernández, Nallely Camila | |
dc.date.accessioned | 2023-06-01T21:23:31Z | |
dc.date.available | 2023-06-01T21:23:31Z | |
dc.date.issued | 2023 | |
dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14169 | |
dc.description | The final research report arose from the interest in promoting academic motivation through the application of project-based learning, current education requires students who are interested in scientific research, since many students have difficulties in carrying out classroom projects, Based on this problem, the objective was to determine the way in which project-based learning influences academic motivation in students from the EU Arcadio Soto Santana, Vinces. 2022, a mixed methodology of non-experimental, descriptive design was proposed, with a correlational scope, it had a sample of 45 students to whom a survey of 10 items on a Likert scale was applied, whose results showed the favorable perception of the dimensions. Of project-based learning. Finally, the hypothesis was verified, the Shapiro-Wilk test was used and it was demonstrated that the Project-Based Learning variable had a high positive relationship with the Academic Motivation variable with a correlation of (rho=.758**), and a bilateral significance of p=0.000<0.05, which made it possible to reject the null hypothesis that postulates the inexistence of a relationship between the variables. The results showed that the dimensions of classroom projects, development of social skills and competencies contribute to fostering academic motivation, therefore, it is concluded that teachers should use project-based learning for the development of investigative skills with daily activities that generate critical thinking, autonomy and significant learning in students. | es_ES |
dc.description | The final research report arose from the interest in promoting academic motivation through the application of project-based learning, current education requires students who are interested in scientific research, since many students have difficulties in carrying out classroom projects, Based on this problem, the objective was to determine the way in which project-based learning influences academic motivation in students from the EU Arcadio Soto Santana, Vinces. 2022, a mixed methodology of non-experimental, descriptive design was proposed, with a correlational scope, it had a sample of 45 students to whom a survey of 10 items on a Likert scale was applied, whose results showed the favorable perception of the dimensions. Of project-based learning. Finally, the hypothesis was verified, the Shapiro-Wilk test was used and it was demonstrated that the Project-Based Learning variable had a high positive relationship with the Academic Motivation variable with a correlation of (rho=.758**), and a bilateral significance of p=0.000<0.05, which made it possible to reject the null hypothesis that postulates the inexistence of a relationship between the variables. The results showed that the dimensions of classroom projects, development of social skills and competencies contribute to fostering academic motivation, therefore, it is concluded that teachers should use project-based learning for the development of investigative skills with daily activities that generate critical thinking, autonomy and significant learning in students. | es_ES |
dc.description.abstract | El informe final de investigación surgió del interés de promover la motivación académica mediante la aplicación del aprendizaje basado en proyectos, la educación actual requiere de alumnos que se interesen por la investigación científica, pues muchos alumnos presentan dificultades para poder ejecutar los proyectos de aula, a partir de esta problemática el objetivo fue determinar la manera en que el aprendizaje basado en proyectos influye en la motivación académica en estudiantes de la UE Arcadio Soto Santana, Vinces. 2022, se planteó una metodología mixta de diseño no experimental, descriptiva, con un alcance correlacional. Contó con una muestra de 45 estudiantes a quienes se les aplicó una encuesta de 12 ítems en escala de Likert, cuyos resultados evidenciaron las percepciones favorables de las dimensiones del aprendizaje basado en proyectos. Finalmente se realizó la comprobación de la hipótesis, se utilizó la prueba de Shapiro-Wilk y se demostró que la variable Aprendizaje Basado en Proyectos tuvo una relación positiva alta con la variable Motivación Académica con una correlación de (rho=.758**), y una significancia bilateral de p=0.000<0.05, lo cual permitió rechazar la hipótesis nula que postula la inexistencia de una relación entre las variables. Los resultados demostraron que las dimensiones proyectos de aula, desarrollo de habilidades sociales y competencias contribuyen a fomentar la motivación académica, por lo tanto, se concluye que los docentes deben utilizar el aprendizaje basado en proyectos para el desarrollo de habilidades investigativas con actividades cotidianas que generen el pensamiento crítico, la autonomía y aprendizaje significativos en los educandos. | es_ES |
dc.format.extent | 65 p. | es_ES |
dc.language.iso | es | es_ES |
dc.publisher | BABAHOYO: UTB, 2023 | 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 | Motivación | es_ES |
dc.subject | Habilidades investigativas | es_ES |
dc.subject | Proyectos de aula | es_ES |
dc.subject | Aprendizaje significativo | es_ES |
dc.title | Aprendizaje basado en proyectos y su impacto en la motivación académica en estudiantes de la UE Arcadio Soto Santana, Vinces. 2022 | es_ES |
dc.type | bachelorThesis | es_ES |