Metodología A.B.J y su incidencia en el aprendizaje significativo de los estudiantes de la Parroquia Dr. Camilo Ponce Cantón Babahoyo periodo 2024-2025
| dc.contributor.advisor | Mora Aristega, Angelica Margara | |
| dc.contributor.author | García Troya, Nayeli Estefania | |
| dc.date.accessioned | 2025-05-08T17:10:24Z | |
| dc.date.available | 2025-05-08T17:10:24Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18291 | |
| dc.description | The research examined the implementation of the Game-Based Learning (GBL) methodology and its impact on meaningful learning. The background showed relevant studies such as that of Martínez et al. (2023), which revealed a 35% increase in comprehension levels through GBL, and González-Sánchez (2024), which demonstrated 28% more knowledge retention compared to traditional methods. The problem identified was the limited effectiveness of traditional methodologies at the Leonardo Nagua Molina Educational Unit. The main objective was to determine the impact of the GBL methodology on meaningful learning of 4th grade students during 2024-2025. The research adopted a mixed approach, combining quantitative and qualitative methods. The population comprised 80 students, 2 teachers, and 80 parents, with a specific sample of 76 students, 2 teachers, and 22 parents of 4th grade students. Collection techniques included observation, teacher interviews, and parent surveys. The results suggested a significant increase in motivation, active participation and knowledge retention through the implementation of BBJ. An improvement in academic performance and development of social skills was evident. In conclusion, the BBJ methodology proved to be an effective tool to promote meaningful learning, improving understanding, retention and practical application of knowledge in basic education students. This research contributed significantly to the educational field, providing empirical evidence on the effectiveness of innovative methodologies in the local context and establishing bases for future implementations. | es_ES |
| dc.description | The research examined the implementation of the Game-Based Learning (GBL) methodology and its impact on meaningful learning. The background showed relevant studies such as that of Martínez et al. (2023), which revealed a 35% increase in comprehension levels through GBL, and González-Sánchez (2024), which demonstrated 28% more knowledge retention compared to traditional methods. The problem identified was the limited effectiveness of traditional methodologies at the Leonardo Nagua Molina Educational Unit. The main objective was to determine the impact of the GBL methodology on meaningful learning of 4th grade students during 2024-2025. The research adopted a mixed approach, combining quantitative and qualitative methods. The population comprised 80 students, 2 teachers, and 80 parents, with a specific sample of 76 students, 2 teachers, and 22 parents of 4th grade students. Collection techniques included observation, teacher interviews, and parent surveys. The results suggested a significant increase in motivation, active participation and knowledge retention through the implementation of BBJ. An improvement in academic performance and development of social skills was evident. In conclusion, the BBJ methodology proved to be an effective tool to promote meaningful learning, improving understanding, retention and practical application of knowledge in basic education students. This research contributed significantly to the educational field, providing empirical evidence on the effectiveness of innovative methodologies in the local context and establishing bases for future implementations. | es_ES |
| dc.description.abstract | La investigación examinó la implementación de la metodología de Aprendizaje Basado en Juegos (ABJ) y su incidencia en el aprendizaje significativo. Los antecedentes mostraron estudios relevantes como el de Martínez et al. (2023), que reveló un incremento del 35% en los niveles de comprensión mediante ABJ, y González-Sánchez (2024), que demostró un 28% más de retención de conocimientos comparado con métodos tradicionales. El problema identificado fue la limitada efectividad de las metodologías tradicionales en la Unidad Educativa Leonardo Nagua Molina. El objetivo principal fue determinar la incidencia de la metodología ABJ en el aprendizaje significativo de los estudiantes de 4to año básico durante 2024-2025. La investigación adoptó un enfoque mixto, combinando métodos cuantitativos y cualitativos. La población del actual estudio comprendió 162 individuos de los cuales están divididos en 80 estudiantes, 2 docentes y 80 padres de familia, con una muestra representativa se trabajó con, 2 docentes para las entrevistas, 40 niños para la ficha de observación, y 30 padres de familia de 4to año de educación básica para las encuestas estructuradas. Los resultados sugirieron un incremento significativo en la motivación, participación activa y retención de conocimientos mediante la implementación del ABJ. Se evidenció una mejora en el rendimiento académico y desarrollo de habilidades sociales. Como conclusión, la metodología ABJ demostró ser una herramienta efectiva para promover el aprendizaje significativo, mejorando la comprensión, retención y aplicación práctica del conocimiento en los estudiantes de educación básica. Esta investigación contribuyó significativamente al campo educativo, proporcionando evidencia empírica sobre la efectividad de metodologías innovadoras en el contexto local y estableciendo bases para futuras implementaciones en el marco educativo general. | es_ES |
| dc.format.extent | 72 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2025 | es_ES |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Aprendizaje basado en juegos (ABJ) | es_ES |
| dc.subject | Aprendizaje significativo | es_ES |
| dc.subject | Metodología activa | es_ES |
| dc.subject | Educación básica | es_ES |
| dc.title | Metodología A.B.J y su incidencia en el aprendizaje significativo de los estudiantes de la Parroquia Dr. Camilo Ponce Cantón Babahoyo periodo 2024-2025 | es_ES |
| dc.type | bachelorThesis | es_ES |
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