Metodologías activas de enseñanza y su influencia en el desarrollo de la inteligencia emocional en los estudiantes de la UE. Francisco Robles, Babahoyo. 2022
| dc.contributor.advisor | Arana Cadena, Ricardo Melecio | |
| dc.contributor.author | Albán Cuestas, Julissa Josefina | |
| dc.date.accessioned | 2023-06-02T16:41:47Z | |
| dc.date.available | 2023-06-02T16:41:47Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14207 | |
| dc.description | Currently, active teaching methodologies are characterized by a cognitive approach and the development of skills, which omits the importance of the student's attitudinal predisposition and the role that emotions play in education, mainly in the construction of meaningful learning. Thus, due to the demotivation, stress and low academic performance caused by the tension caused by the Covid-19 pandemic and the social conflicts that are part of the context of the student; The objective of this paper is to determine the way in which active teaching methodologies influence the development of emotional intelligence in EU students. Francis Robles. Study that is carried out through a descriptive, explanatory type of research, and of a non-experimental design. At the same time, it takes as a study sample 40 students who make up the sixth year of Basic General Education, who through the survey reflect difficulties to assimilate the information and practice what they have learned, just as the classes are not interesting. For their part, the results indicate that students choose to hide their sadness, are unable to control their anger, and their state of mind intervenes in concentration. Hence, statistically it is verified that the relationship between the variables is high (47.5%). For this reason, it is concluded that active teaching methodologies significantly influence the development of emotional intelligence, so its strengthening in education allows a comprehensive training of the student. | es_ES |
| dc.description | Currently, active teaching methodologies are characterized by a cognitive approach and the development of skills, which omits the importance of the student's attitudinal predisposition and the role that emotions play in education, mainly in the construction of meaningful learning. Thus, due to the demotivation, stress and low academic performance caused by the tension caused by the Covid-19 pandemic and the social conflicts that are part of the context of the student; The objective of this paper is to determine the way in which active teaching methodologies influence the development of emotional intelligence in EU students. Francis Robles. Study that is carried out through a descriptive, explanatory type of research, and of a non-experimental design. At the same time, it takes as a study sample 40 students who make up the sixth year of Basic General Education, who through the survey reflect difficulties to assimilate the information and practice what they have learned, just as the classes are not interesting. For their part, the results indicate that students choose to hide their sadness, are unable to control their anger, and their state of mind intervenes in concentration. Hence, statistically it is verified that the relationship between the variables is high (47.5%). For this reason, it is concluded that active teaching methodologies significantly influence the development of emotional intelligence, so its strengthening in education allows a comprehensive training of the student. | es_ES |
| dc.description.abstract | Actualmente las metodologías activas de enseñanza se caracterizan por un enfoque cognitivo y el desarrollo de habilidades, lo que omite lo importante de la predisposición actitudinal del estudiante y la función que cumplen las emociones en la educación, principalmente en la construcción de un aprendizaje significativo. Así, a causa de la desmotivación, estrés y bajo rendimiento académico provocado por la tensión por la pandemia del Covid-19 y los conflictos sociales que forman parte del contexto del discente; el presente trabajo tiene como objetivo determinar la manera en que las metodológicas activas de enseñanza influyen en el desarrollo de la inteligencia emocional en los estudiantes de la UE. Francisco Robles. Estudio que se realiza a través de una investigación de tipo descriptiva, explicativa, y de diseño no experimental. Al mismo tiempo, toma como muestra de estudio a 40 estudiantes que conforman el sexto año de Educación General Básica, quienes por medio de la encuesta reflejan dificultades para asimilar la información y practicar lo aprendido, al igual que las clases no resultan de interés. Por su parte, los resultados señalan que los estudiantes optan por ocultar su tristeza, no logran controlar el enojo, y su estado de ánimo interviene en la concentración. De ahí que, estadísticamente se comprueba que la relación entre las variables es alta (47.5%). Por esta razón se concluye que las metodologías activas de enseñanza influyen significativamente en el desarrollo de la inteligencia emocional, por lo que su fortalecimiento en la educación permite una formación integral del estudiante. | es_ES |
| dc.format.extent | 67 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 | Metodologías | es_ES |
| dc.subject | Emociones | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Estudiantes | es_ES |
| dc.title | Metodologías activas de enseñanza y su influencia en el desarrollo de la inteligencia emocional en los estudiantes de la UE. Francisco Robles, Babahoyo. 2022 | es_ES |
| dc.type | bachelorThesis | es_ES |
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