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EFECTOS DE LA PANDEMIA EN EL APRENDIZAJE DE NIÑOS Y NIÑAS DE 12 AÑOS DE LA ESCUELA EUGENIO ESPEJO, RECINTO LA CADENA, CANTÓN VALENCIA
| dc.contributor.advisor | Palma Ramirez, Mayra Jessenia | |
| dc.contributor.author | Morante Rico, Zobeida Rocio | |
| dc.date.accessioned | 2024-05-08T18:40:01Z | |
| dc.date.available | 2024-05-08T18:40:01Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16397 | |
| dc.description | The imposition of confinement, as an immediate response to the spread of COVID-19, marked a point of stillness in daily dynamics, generating substantial transformations in various aspects, especially in the educational field. The objective of this thesis was to analyze the effects of the pandemic on the learning of 12-year-old boys and girls at the Eugenio Espejo School. For its part, the methodology adopted integrated a mixed research approach, combining quantitative and qualitative elements. Descriptive and bibliographic methods are applied to support data collection and analysis, revealing emotional consequences, especially anxiety, among students. Regarding the techniques, the survey and observation were used, and the instrument applied was the questionnaire designed with 7 questions addressed to 30 students, who were the main participants in this project. It was detected that deficiencies in access to technological resources and specific support, added to the interruption of family work activities, emerged as notable barriers during the virtual education period. Therefore, the need arose to employ comprehensive post-pandemic strategies, focusing on emotional support programs, equitable access to electronic devices and the internet, and personalized pedagogical systems. The urgency of addressing students' mental health as a vital component was emphasized, recognizing the prolonged impact of lockdown on their emotional well-being and academic performance. | es_ES |
| dc.description | The imposition of confinement, as an immediate response to the spread of COVID-19, marked a point of stillness in daily dynamics, generating substantial transformations in various aspects, especially in the educational field. The objective of this thesis was to analyze the effects of the pandemic on the learning of 12-year-old boys and girls at the Eugenio Espejo School. For its part, the methodology adopted integrated a mixed research approach, combining quantitative and qualitative elements. Descriptive and bibliographic methods are applied to support data collection and analysis, revealing emotional consequences, especially anxiety, among students. Regarding the techniques, the survey and observation were used, and the instrument applied was the questionnaire designed with 7 questions addressed to 30 students, who were the main participants in this project. It was detected that deficiencies in access to technological resources and specific support, added to the interruption of family work activities, emerged as notable barriers during the virtual education period. Therefore, the need arose to employ comprehensive post-pandemic strategies, focusing on emotional support programs, equitable access to electronic devices and the internet, and personalized pedagogical systems. The urgency of addressing students' mental health as a vital component was emphasized, recognizing the prolonged impact of lockdown on their emotional well-being and academic performance. | es_ES |
| dc.description.abstract | La imposición del confinamiento, como respuesta inmediata ante la propagación del COVID-19, marcó un punto de quiebre en la dinámica diaria, generando transformaciones sustanciales en diversos aspectos, especialmente en el ámbito educativo. El objetivo de la presente tesina consistió en analizar los efectos de la pandemia en el aprendizaje de niños y niñas de 12 años de la Escuela Eugenio Espejo. Por su parte, la metodología adoptada integró un enfoque de investigación mixto, combinando elementos cuantitativos y cualitativos. Se aplicaron métodos descriptivos y bibliográficos para respaldar la recopilación y análisis de datos, revelando secuelas emocionales, en especial la ansiedad, entre los estudiantes. Con relación a las técnicas se usó la encuesta y la observación, y el instrumento aplicado fue el cuestionario diseñado con 7 preguntas dirigido a 30 estudiantes, los cuales fueron los principales participantes en este proyecto. Se detectó que las carencias en el acceso a recursos tecnológicos y apoyo específico, sumado a la interrupción de actividades laborales familiares, emergieron como barreras notables durante el período de educación virtual. Por tanto, surgió la necesidad de emplear estrategias integrales post-pandémico, enfocándose en programas de apoyo emocional, acceso equitativo a dispositivos electrónicos e internet, y sistemas pedagógicos personalizados. Se enfatizó la urgencia de abordar la salud mental de los estudiantes de la escuela Eugenio espejo como un componente vital, reconociendo el impacto prolongado del confinamiento en su bienestar emocional y rendimiento académico. | es_ES |
| dc.format.extent | 28 P | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | Quevedo | 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 | Confinamiento | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Salud mental | es_ES |
| dc.subject | Rendimiento académico | es_ES |
| dc.title | EFECTOS DE LA PANDEMIA EN EL APRENDIZAJE DE NIÑOS Y NIÑAS DE 12 AÑOS DE LA ESCUELA EUGENIO ESPEJO, RECINTO LA CADENA, CANTÓN VALENCIA | es_ES |
| dc.type | Tesina | es_ES |
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