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dc.contributor.advisorSÁNCHEZ VIDAL CARLOS RAÚL, Incógnito
dc.contributor.authorHERRERA SANCHEZ MARIA FERNANDA
dc.contributor.authorMACIAS ZAMBRANO ODALYS MARÍA
dc.date.accessioned2024-04-12T17:28:57Z
dc.date.available2024-04-12T17:28:57Z
dc.date.issued2024
dc.identifier.urihttp://dspace.utb.edu.ec/handle/49000/16127
dc.descriptionThe general objective of this study is to analyze the incidence of the teaching techniques used by the teacher in the motivation of sixth grade students of the Francisco Huerta Rendón Educational Unit during the 2023-2024 school year. At present, it is observed that one of the most notorious drawbacks in basic education is the scarce motivation and the little interest shown by students in learning, therefore, the present research emphasizes how active teaching techniques have an impact on student motivation. The methodology used is of a mixed type, combining qualitative techniques such as observation and semi-structured interview, and quantitative techniques through the application of surveys to the 30 students in the sample, using as instruments, observation guide, interview guide and questionnaire, it is a non-experimental descriptive type of research. Among the main results it was found that expository techniques such as the master class are the most used by the teacher, while active techniques such as gamification, inverted classroom, problem-based learning or case studies have less presence. Likewise, there is evidence of greater motivation, participation and commitment of students when active techniques are applied compared to expository ones. In conclusion, the study established that there is a direct relationship between the teaching techniques used by the teacher and the motivation levels of the students, highlighting that active techniques foster greater interest and enthusiasm in the learning process. Therefore, it is recommended to include this type of techniques in the planning of classes to improve the quality of education, promoting participatory environments where students are motivated to learn.es_ES
dc.descriptionThe general objective of this study is to analyze the incidence of the teaching techniques used by the teacher in the motivation of sixth grade students of the Francisco Huerta Rendón Educational Unit during the 2023-2024 school year. At present, it is observed that one of the most notorious drawbacks in basic education is the scarce motivation and the little interest shown by students in learning, therefore, the present research emphasizes how active teaching techniques have an impact on student motivation. The methodology used is of a mixed type, combining qualitative techniques such as observation and semi-structured interview, and quantitative techniques through the application of surveys to the 30 students in the sample, using as instruments, observation guide, interview guide and questionnaire, it is a non-experimental descriptive type of research. Among the main results it was found that expository techniques such as the master class are the most used by the teacher, while active techniques such as gamification, inverted classroom, problem-based learning or case studies have less presence. Likewise, there is evidence of greater motivation, participation and commitment of students when active techniques are applied compared to expository ones. In conclusion, the study established that there is a direct relationship between the teaching techniques used by the teacher and the motivation levels of the students, highlighting that active techniques foster greater interest and enthusiasm in the learning process. Therefore, it is recommended to include this type of techniques in the planning of classes to improve the quality of education, promoting participatory environments where students are motivated to learn.es_ES
dc.description.abstractEl presente estudio tiene como objetivo general analizar la incidencia de las técnicas de enseñanza utilizadas por el docente en la motivación de los estudiantes de sexto año de la Unidad Educativa Francisco Huerta Rendón durante el año lectivo 2023-2024. En la actualidad se observa que uno de los inconvenientes más notorios en la educación básica es la escasa motivación y el poco interés que demuestran los alumnos por el aprendizaje, por lo cual, la presente investigación enfatiza cómo las técnicas activas de enseñanza repercuten en la motivación estudiantil. La metodología empleada es de tipo mixta, combinando técnicas cualitativas como la observación y entrevista semiestructurada, y cuantitativas mediante la aplicación de encuestas a los 30 estudiantes de la muestra, empleando como instrumentos, guía de observación, guía de entrevista y cuestionario, se trata de una investigación de tipo descriptiva no experimental. Entre los principales resultados se encontró que las técnicas expositivas como la clase magistral son las más utilizadas por el docente, mientras que las activas como la gamificación, aula invertida, aprendizaje basado en problemas o estudio de casos tienen menor presencia. Asimismo, se evidencia mayor motivación, participación y compromiso de los estudiantes cuando se aplican técnicas activas en comparación con las expositivas. En conclusión, el estudio permitió establecer que existe una relación directa entre las técnicas de enseñanza utilizadas por el docente y los niveles de motivación de los estudiantes, resaltando que, las técnicas activas fomentan mayor interés y entusiasmo frente al proceso de aprendizaje. Por tanto, se recomienda incluir este tipo de técnicas en la planificación de las clases para mejorar la calidad educativa, propiciando ambientes participativos donde los estudiantes se motiven a aprender.es_ES
dc.format.extent60p.es_ES
dc.language.isoeses_ES
dc.publisherBabahoyoes_ES
dc.relation.ispartofseriesTIC-UTB-FCJSE-EBAS-000069;
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Ecuador*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/ec/*
dc.subjectTécnicas de enseñanzaes_ES
dc.subjectmotivaciónes_ES
dc.subjectproceso educativoes_ES
dc.subject.otherEDUCACIÓN Y DESARROLLOes_ES
dc.titleTÉCNICAS DE ENSEÑANZA Y SU INCIDENCIA EN LA MOTIVACIÓN DE LOS ESTUDIANTES DE EGBes_ES
dc.typebachelorThesises_ES


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