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
Educaplay como recurso didáctico en la enseñanza-aprendizaje de ciencias naturales en Sexto Grado de Educación General Básica.
(Universidad Bolivariana Del Ecuador, 2024) Iñiguez Castillo, Janeth Margarita .; Sánchez Abrigo , Diana Soledad; Vera Mosquera, Jorge
En el contexto educativo ecuatoriano, específicamente en la Unidad Educativa “12 de Febrero” de la Provincia de Zamora, los docentes tienen la necesidad de fortalecer sus habilidades en el manejo y aplicación efectiva de plataformas tecnológicas tales como Educaplay. No obstante, ellos la emplean eventualmente como herramienta facilitadora del aprendizaje, pero mediante la aplicación de un enfoque pedagógico tradicional asentado en una cesión de sapiencias de modo unidireccional. Así se surgió la presente investigación cuyo objetivo general fue evaluar el uso de la plataforma educativa Educaplay como recurso didáctico en el proceso de enseñanza-aprendizaje de la materia de Ciencias Naturales para los educadores y educandos de Sexto Año de Educación General Básica en la Unidad Educativa “12 de Febrero”. Se utilizó una metodología de enfoque mixto, caracterizada como exploratoria, descriptiva complementada con investigación de campo, cuasiexperimental y aplicada. Empleando métodos deductivos, descriptivos, sintéticos y estadísticos para examinar los datos. La población de estudio estuvo integrada por setenta estudiantes y dos docentes. Se utilizó un cuestionario dirigido a los estudiantes, utilizando escala de Likert, también se aplicó una entrevista a los docentes. Los resultados obtenidos determinaron que la plataforma Educaplay incide significativamente en el desarrollo de los conocimientos de Ciencias Naturales. Se concluye que la plataforma Educaplay constituye un recurso didáctico con beneficios en términos de uso, tiempo, accesibilidad y actividades interactivas, se resaltó su impacto positivo en la motivación, participación, interactividad y progreso del aprendizaje de las diferentes disciplinas. Finalmente, la utilización de la Plataforma educativa Educaplay como recurso didáctico incide positivamente en el desarrollo de los aprendizajes dentro de la asignatura de Ciencias Naturales, consintiendo de esta forma mejorar el rendimiento educativo de todos los educandos.
The use of TinyTap to enhance vocabulary learning in Pre-A 1learners
(Universidad Bolivariana del Ecuador, 2025-06-12) Tigse Toapanta, Sandy Gabriela; Egas Herrera, Diana Carolina
Vocabulary is a fundamental aspect of the English language. Low vocabulary level and difficulties in memorizing and retaining, aligned with low motivation, represent a significant challenge for students, hindering progress in learning and communication. The present study was carried out to analyze the impact of TinyTap on the development of vocabulary learning in Pre-A1 learners at Ecuatoriano Holandés School. The methodology adopted for this research was quantitative and qualitative: quantitative data was gathered through a survey to evaluate initial vocabulary knowledge and perceptions about the current methods used and also in the application of a pre-test and post-test to assess improvement of vocabulary. On the other hand, qualitative data were obtained through the use of an interview to explore attitudes and perceptions on using TinyTap. The design of this study was experimental, with 26 students from second grade divided into experimental and control groups selected through convenience sampling. The initial results evidenced that both the experimental and control groups had a low level of vocabulary knowledge. Then, after the implementation of TinyTap and analysis of the pre-test and post-test, it showed that whereas the control group had a slight increase, the experimental group had a significant improvement in vocabulary learning. Moreover, the interview demonstrated that students feel satisfaction when they use TinyTap: they indicated that the app supports them to learn, retain, and remember words thanks to the frequent feedback and engagement system based on gamification; it also increases their motivation, turning lessons into ludic, interactive, enjoyable, and memorable experiences. Therefore, this study highlighted the importance of implementing technological resources in the classroom to be up-to-date with the new demands of the modern world, influenced by the use of ICTs.
The Use of Wordwall to Improve Vocabulary Learning in EFL Students with an A1 Proficiency Level
(Universidad Bolivariana del Ecuador, 2026-02-23) Soto Ludeña, Samanta Angela; Álvarez Llerena, Carlos
Primary school students in Ecuador face significant communication challenges due to their limited knowledge of English vocabulary, which is essential for success in an English as a Foreign Language (EFL) setting. This study investigated students' perceptions of using the Wordwall application to improve their vocabulary. It examined the pedagogical benefits of integrating this application into EFL classrooms, focusing on its impact on student engagement and learning outcomes. A mixed-method approach was used, combining both quantitative and qualitative data collection and analysis. Quantitative data were collected through pre- and post-tests, while qualitative data were gathered through interviews. The analysis involved comparing pre-test and post-test results to identify any differences. Eighteen seventh-grade students, aged 10-11, participated in the study. An intervention consisting of four sessions was conducted to support vocabulary development. Results from both quantitative and qualitative data show that using the Wordwall application helped students expand their vocabulary. The survey and interview responses reflected enthusiasm and a positive attitude toward vocabulary activities involving Wordwall's features. Therefore, the Wordwall application has proven to be an effective pedagogical tool not only for improving vocabulary retention but also for encouraging interactive participation and creating an engaging EFL learning environment.
Efecto de loom en el aprendizaje de la asignatura de motores de combustión interna
(Revista Polo Del Conocimiento, 2023-09-12) Jaramillo Pizango,Erika Paola; Loor Yépez,Angel Gabriel; Figueroa Corrales,Eufemia
Este estudio investiga el efecto de utilizar Loom en el aprendizaje de estudiantes de la asignatura de motores de combustión interna. La fase experimental se llevó a cabo durante un mes con 126 estudiantes en modalidad virtual. Se les proporcionará videos hechos en Loom para explicar la clase de manera más visual y didáctica, y se les asignará la tarea de crear videos en Loom explicando lo aprendido. Se evaluó el rendimiento académico y la satisfacción de los estudiantes mediante una encuesta de 9 preguntas. Los resultados indican una mejora en el rendimiento académico y una alta satisfacción de los estudiantes con el uso de Loom.
Reading Comprehension Strategies' Influence on English Vocabulary Acquisition: A Case Study at Basic Education School in Los Ríos, Ecuador
(Universidad Bolivariana del Ecuador, 2025-12-29) Santos Guanulema, Andrés; Campoverde López, Johnny
This research examined the influence of reading comprehension strategies on English vocabulary acquisition among sixth-grade students in a rural school in Los Ríos, Ecuador. The study addressed the problem of low English proficiency (85-90% of students performing poorly) caused by limited resources, regional dialects, and lack of qualified teachers. A 12-week intervention combining prereading activities, contextualized vocabulary exercises, and post-reading discussions was implemented, using a mixed-method design with control (n=42) and experimental (n=42) groups. Results showed an 88% improvement in the experimental group, with significant gains in vocabulary (d=0.63) and pronunciation (d=0.58). The proposal demonstrates that context-adapted strategies can overcome resource limitations. It is concluded that combining explicit instruction, collaborative practice, and culturally relevant materials constitutes an effective model for resource-constrained settings.