Universidad Bolivariana del Ecuador
Bienvenidos al repositorio digital de la Universidad Bolivariana del Ecuador
Communities in DSpace
Select a community to browse its collections.
- La comunidad GRADO reúne los trabajos de titulación de pregrado de la Universidad Bolivariana del Ecuador, garantizando su preservación y acceso abierto a través del CRAI.
- La comunidad POSTGRADO reúne los trabajos de titulación de maestría y programas de cuarto nivel de la Universidad Bolivariana del Ecuador, asegurando su preservación y acceso abierto en el repositorio institucional.
Recent Submissions
Las herramientas digitales y la motivación durante las clases de Historia de los estudiantes de 3ero de Bachillerato
(Universidad Bolivariana Del Ecuador, 2023-12-20) Medina Perlaza , Mercedes Bienvenida; Perea Montero, Fanny Maria; Suares Piñeir, Luis
La integración de las herramientas digitales en la enseñanza de la Historia ofrece un entorno educativo enriquecedor que promueve la comprensión profunda, el pensamiento crítico y la participación de los estudiantes. El objetivo que guió el estudio fue analizar cómo el uso de diferentes herramientas digitales favorece la motivación de los estudiantes de 3ero de Bachillerato durante las clases de Historia. Se realizó en la Unidad Educativa Fiscal 21 de septiembre de la ciudad de Esmeraldas. La metodología utilizada fue mixta, alcance descriptivo y enfoque correlacional. Participaron del estudio los 30 estudiantes de tercero de bachillerato, se les aplicó una encuesta, con preguntas de selección múltiple, diseñada por Amores y De Casas en 2019. Además, se llevó a cabo una entrevista con la profesora de Historia, en la que se utilizaron preguntas abiertas, y se realizó una observación de una de sus clases, siguiendo la guía proporcionada por Zhiñin en 2018. Los resultados indicaron que los estudiantes muestran un nivel positivo de motivación hacia el uso de las TIC en el proceso de enseñanza-aprendizaje de Historia. Varios indicadores sugieren que la mayoría de los estudiantes tienen una percepción favorable hacia las TIC y su influencia en su experiencia educativa. La observación confirma que la docente no utiliza TIC en sus clases de Historia, concordando con las percepciones de los estudiantes y las limitaciones de recursos de la institución para tener una infraestructura tecnológica adecuada que pueda ser utilizada, aunque la docente reconoce el potencial de las TIC para motivar y promover el trabajo colaborativo y prácticas innovadoras. La investigación plantea una propuesta de intervención educativa para integrar las TIC al proceso de enseñanza – aprendizaje de los estudiantes de tercero de bachillerato y elevar la motivación en la clase de Historia.
Gamification tools to improve speaking skills in pre-A1 students
(Universidad Bolivariana del Ecuador, 2025-06-19) González González, María Fernanda; Jiménez Álvarez, Marisela
The research sought to optimize the English speaking skills of pre-A1 students through the implementation of gamification tools. A set of digital games structured in progressive phases was designed, aimed at strengthening fluency, coherence, pronunciation, and vocabulary use. The study adopted an experimental approach with two homogeneous groups: an experimental group that participated in gamified activities, and a control group that followed traditional teaching. The methodology was mixed, using pre- and post-intervention tests, questionnaires, and observation sheets to evaluate the pedagogical impact. The implemented activities included role-playing games, vocabulary tournaments, image debates, quick descriptions, and story linking, integrated with digital platforms such as Duolingo, Kahoot, and Wordwall. The results showed a significant improvement in participation, confidence, motivation, and oral performance of students in the experimental group, significantly outperforming the control group. Data triangulation confirmed notable improvements in the organization of ideas, pronunciation, and contextual use of vocabulary, as well as a greater willingness to participate in oral activities. In conclusion, gamification proved to be an effective and innovative strategy that, by incorporating playful and technological elements into the teaching process, led to improved students' oral skills in English. The study proposed a replicable model in similar educational contexts, contributing to the design of more inclusive, dynamic, and early-learning pedagogical practices.
The use of Wordwall to improve speaking skills through active vocabulary and pronunciation with A1 students at technical schools
(Universidad Bolivariana del Ecuador, 2025-06-13) Flores Villafuerte, Lenin Paul; Flores Villafuerte, Lenin Paul
The main objective of this research was to improve oral expression skills by activating 10th-grade vocabulary for an A1 level in technical schools, along with the pronunciation of these words. To address this issue, a technological proposal was developed, consisting of a system of activities using the Wordwall application, which allowed students to engage, develop, and strengthen their oral skills. Throughout the research process, a mixed-methods approach (quantitative and qualitative) was used, along with data collection instruments such as pre- and post-tests, teacher interviews, student surveys, and a satisfaction questionnaire for learners. The initial diagnosis revealed observable deficiencies in speaking aspects such as comprehension, pronunciation, fluency, and interactive communication. Consequently, after implementing the system of activities and conducting the post-test, measurable and verifiable improvement in students' speaking skills was evidenced, thanks to the execution of reliable and meaningful activities based on topics that were attractive to the students. It is recommended to design future activity systems or lesson plans with engaging and original themes for students with similar characteristics, in order to enhance other language skills.
Reflective journals in WhatsApp to improve writing skills in a2 level students
(Universidad Bolivariana del Ecuador, 2025-01-29) Figueroa Ramos, Marcelo Javier; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
The objective of this study was to determine whether the implementation of reflective journals through WhatsApp had a positive impact on the development of English writing skills among second-year high school students majoring in Computer Science from class “C” at Salinas Innova Educational Unit. The study was based on the hypothesis that English writing skills can be improved through the use of reflective journals on WhatsApp. A quantitative research approach was employed. The theoretical methods included analysis-synthesis, inductive-deductive reasoning, and the systemic-structural method. Data collection techniques consisted of surveys and statistical analysis. The instruments used were a questionnaire, Hutchinson and Waters’ Second Model for Needs Analysis, a diagnostic test, a pre-test, and a post-test administered after the implementation of the proposal. The results showed that the students’ average English language proficiency level was A2. The participants expressed interest in improving their writing skills by keeping reflective journals on WhatsApp outside the classroom. Furthermore, the analysis of the post-intervention results revealed an improvement in students’ writing performance after the implementation of the reflective journals. Based on the findings of the study, it can be concluded that the use of reflective journals through WhatsApp had a positive impact on the improvement of students’ English writing skills.
Adapting Digital Didactic Resources in Classroom Platform to enhance effective Grammar Skills with students from second year of Bachillerato
(Universidad Bolivariana del Ecuador, 2025-02-06) Chamba Sinche, Silvia Dolores; López López, Jacqueline Elizabeth
Educators are promoters of planning and delivering instruction that meets the sociocultural, linguistic, cognitive, and academic needs of students. In most cases, well-intentioned educators use multiple tactics to make their curriculum accessible to culturally diverse students according to the Ministry of Education. In this project, the investigated group to be studied are students from the Second of Baccalaureate at Adolfo Valarezo. There are 20 students, 8 girls and 12 boys with different characteristics each one. Unidad Educativa Adolfo Valarezo is placed in the Loja city. This institution was created on October 28th, 1968 where English and French were taught by 8 teachers from Foreign Languages with five hours per course. On September 12th, 2015 the primary school was annexed to Adolfo Valarezo High School. Currently, this Unidad Educativa has 71 teachers, divided into 16 teachers at Primary school and 60 at high school. At present, there are 7 English teachers. Throughout this study, students practiced their grammar using a variety of online resources across various programs, including live worksheets, Kahoot, Socrative, Mentimeter, Grammar In-App, and Google Forms. The study demonstrated its effectiveness. The way the content was presented to the students captivated and helped them significantly. Online resources have the potential to accelerate learning. These technological tools will make the most of the students' grasp of grammar. An engaging, instructive structure will inspire students to learn. Simple present tense grammar structures can be improved by technology; many examples of different activities are uploaded to Google Classroom. Students will therefore be better able to get into the platform at any time to have a better understanding of grammar structures for both written and oral communication.