Estrategia tecnológica para mejorar el aprendizaje significativo en alumnos del bachillerato de la Unidad Educativa General Antonio Elizalde, Guayas, 2021-2022
| dc.contributor.advisor | Avila Ortega, Washington | |
| dc.contributor.author | Urquiza Rocafuerte, Mario Javier | |
| dc.date.accessioned | 2022-07-13T22:27:32Z | |
| dc.date.available | 2022-07-13T22:27:32Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/12394 | |
| dc.description | In the present work the purpose is to propose a Technological Strategy to improve meaningful learning in high school students. The little insertion of the New Information and Communication Technologies in the Teaching-Learning Processes is the study problem, which hinders school work in virtual environments. The research is non-experimental, oriented to a student population with a sample of 70 selected, applying the Likert scale for the effect; Reliability analysis was also used by means of Cronbach's Alpha and factorial analysis, in addition the normality test was used with which it was determined to use the Pearson Correlation Coefficient for the hypothesis test and correlation of the variables whose result was, 352 ** which corresponds to a moderate positive correlation and is linked to the significance of, 003; Furthermore, by means of the crossed tables, a good relationship of 50% between the variables is evidenced, finally with the chi-square test the significance was .020, therefore, it was decided to reject the null hypothesis and accept the alternative hypothesis about to the application of a Technological Strategy, which contributes to improving meaningful learning in high school students through educational software, virtual platforms, video conferencing tools, emails and other technological advances through an adequate Internet connection. | es_ES |
| dc.description | In the present work the purpose is to propose a Technological Strategy to improve meaningful learning in high school students. The little insertion of the New Information and Communication Technologies in the Teaching-Learning Processes is the study problem, which hinders school work in virtual environments. The research is non-experimental, oriented to a student population with a sample of 70 selected, applying the Likert scale for the effect; Reliability analysis was also used by means of Cronbach's Alpha and factorial analysis, in addition the normality test was used with which it was determined to use the Pearson Correlation Coefficient for the hypothesis test and correlation of the variables whose result was, 352 ** which corresponds to a moderate positive correlation and is linked to the significance of, 003; Furthermore, by means of the crossed tables, a good relationship of 50% between the variables is evidenced, finally with the chi-square test the significance was .020, therefore, it was decided to reject the null hypothesis and accept the alternative hypothesis about to the application of a Technological Strategy, which contributes to improving meaningful learning in high school students through educational software, virtual platforms, video conferencing tools, emails and other technological advances through an adequate Internet connection. | es_ES |
| dc.description.abstract | En el presente trabajo la finalidad es proponer una Estrategia Tecnológica para mejorar el aprendizaje significativo en los alumnos del bachillerato. La poca inserción de las Nuevas Tecnologías de la Información y Comunicación en los Procesos de Enseñanza Aprendizaje es la problemática de estudio, la cual dificulta el trabajo escolar en los entornos virtuales. La investigación es de corte no experimental, orientada a una población estudiantil con una muestra de 70 seleccionados, aplicando para el efecto la escala de Likert; también se usó el análisis de confiablidad por medio del Alfa de Cronbach y el análisis factorial, además se utilizó la prueba de normalidad con la cual se determinó utilizar el Coeficiente de Correlación Pearson para la prueba de hipótesis y correlación de las variables cuyo resultado fue ,352** que corresponde a una correlación positiva moderada y está unida a la significancia de ,003; además, por medio de las tablas cruzadas se evidencia una relación buena del 50% entre las variables, finalmente con la prueba de chi-cuadrado la significancia fue de ,020 por lo cual, se decide rechazar la hipótesis nula y aceptar la hipótesis alternativa sobre a la aplicación de una Estrategia Tecnológica, que contribuye a mejorar el aprendizaje significativo en los alumnos del bachillerato por medio de software educativo, plataformas virtuales, herramientas de videoconferencias, correos electrónicos y otros avances tecnológicos a través de una adecuada conexión a Internet. | es_ES |
| dc.format.extent | 74 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | 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 | Estrategia tecnológica | es_ES |
| dc.subject | Aprendizaje significativo | es_ES |
| dc.subject | Proceso de enseñanza y aprendizaje | es_ES |
| dc.title | Estrategia tecnológica para mejorar el aprendizaje significativo en alumnos del bachillerato de la Unidad Educativa General Antonio Elizalde, Guayas, 2021-2022 | es_ES |
| dc.type | masterThesis | es_ES |
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