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Actividades lúdicas y su incidencia en el rendimiento académico de matemática en los estudiantes de 3er. de EGB de la U. Educativa Guillermo Baquerizo Jiménez
| dc.contributor.advisor | Romero Jácome, Víctor Abel | |
| dc.contributor.author | Quinto Ramos, Alison Lisbeth | |
| dc.date.accessioned | 2023-11-29T21:33:34Z | |
| dc.date.available | 2023-11-29T21:33:34Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15423 | |
| dc.description | The objective of this case study is to determine the incidence of play activities in the academic performance of mathematics in third year students of General Basic Education of the Educational Unit "Guillermo Baquerizo Jiménez" of Babahoyo canton, Camilo Ponce parish, province of Los Ríos, research that demonstrates that the little or scarce use of play activities in the teaching process causes little interest, lack of motivation, participation and low academic performance in students. In the methodological framework, the inductive and analytical methods, observation and interview techniques were used, which were applied to teachers and a third year GBS student to acquire indispensable and valid information about the object of study, with which it was possible to verify that in the educational institution the third year GBS teachers make limited use of playful activities in the teaching of mathematics, due to the experiences they had when previously applying such activities. It can be concluded that play activities influence motivation, participation, and the development of students' abilities, and that their implementation in the classroom should be done through a meticulous choice, since they should be chosen according to the students' level of understanding in order to favor their learning. In addition, it could be evidenced that the attitude that the students present with respect to the educational game is fundamental, since it is the one that benefits or harms the learning process, despite the fact that the teacher has all the predisposition to make use of the ludic methodology. | es_ES |
| dc.description | The objective of this case study is to determine the incidence of play activities in the academic performance of mathematics in third year students of General Basic Education of the Educational Unit "Guillermo Baquerizo Jiménez" of Babahoyo canton, Camilo Ponce parish, province of Los Ríos, research that demonstrates that the little or scarce use of play activities in the teaching process causes little interest, lack of motivation, participation and low academic performance in students. In the methodological framework, the inductive and analytical methods, observation and interview techniques were used, which were applied to teachers and a third year GBS student to acquire indispensable and valid information about the object of study, with which it was possible to verify that in the educational institution the third year GBS teachers make limited use of playful activities in the teaching of mathematics, due to the experiences they had when previously applying such activities. It can be concluded that play activities influence motivation, participation, and the development of students' abilities, and that their implementation in the classroom should be done through a meticulous choice, since they should be chosen according to the students' level of understanding in order to favor their learning. In addition, it could be evidenced that the attitude that the students present with respect to the educational game is fundamental, since it is the one that benefits or harms the learning process, despite the fact that the teacher has all the predisposition to make use of the ludic methodology. | es_ES |
| dc.description.abstract | El presente estudio de caso tiene como objetivo determinar la incidencia de las actividades lúdicas en el rendimiento académico de matemática en los estudiantes de tercer año de Educación General Básica de la Unidad Educativa “Guillermo Baquerizo Jiménez” del cantón Babahoyo, parroquia Camilo Ponce, provincia de Los Ríos, investigación que demuestra que la poca o escasa utilización de actividades lúdicas en el proceso de enseñanza causa poco interés, falta de motivación, participación y bajo rendimiento académico en los estudiantes. En el marco metodológico se utilizó los métodos inductivo y analítico, las técnicas de observación y entrevista, las cuales fueron aplicadas a los docentes y a una estudiante de tercer año de EGB para adquirir información indispensable y valida sobre el objeto de estudio, con la cual se pudo comprobar que en la institución educativa las docentes de tercer año de EGB hacen limitado uso de las actividades lúdicas en la enseñanza de las matemáticas, debido a las experiencias que tuvieron al aplicar anteriormente dichas actividades. Permitiendo concluir que las actividades lúdicas influyen en la motivación, participación y en el desarrollo de las capacidades de los estudiantes y que su implementación en el aula de clases debe ser mediante una meticulosa elección puesto que están deben elegirse de acuerdo al grado de entendimiento de los estudiantes con la finalidad de favorecer su aprendizaje. Además, se pudo evidenciar que la actitud que los educandos presenten respecto al juego educativo es fundamental, puesto que es aquella que beneficia o perjudica el proceso de aprendizaje, a pesar de que el docente tenga toda la predisposición de hacer uso de la metodología lúdica. | es_ES |
| dc.format.extent | 40 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 | Actividades lúdicas | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.subject | Enseñanza | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.title | Actividades lúdicas y su incidencia en el rendimiento académico de matemática en los estudiantes de 3er. de EGB de la U. Educativa Guillermo Baquerizo Jiménez | es_ES |
| dc.type | bachelorThesis | es_ES |
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