Browsing by Author "Sandra Jaqueline, Peñaherrera Acurio"

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    La desintegración familiar en el aprendizaje
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Tuso Soza, Nicol Anahí; Zumba Tigasi, Tania Elizabeth; Sandra Jaqueline, Peñaherrera Acurio
    The present research work was focused on the following formulation of the problem: How does family disintegration affect student learning? The objective of the study was to analyze how family disintegration influences the learning process of fifth grade EGB students of the "Pastocalle" Educational Unit of the parish of San Juan de Pastocalle, Latacunga canton, province of Cotopaxi, school year 2023 -2024. The methodology used was based on a qualitative approach, through documentary and field research, with an inductive method and a narrative design and life stories. To collect data, techniques such as interviews were used, in the same way. The interview guide was used as an instrument. The theoretical framework is based on the humanistic approach, which focuses on comprehensively understanding the person, including their emotions, thoughts and values. The results indicate that family disintegration is accentuated in different areas. aspects such as abandonment, migration, domestic violence and divorce, because these problems have devastating causes for children, creating an environment of instability, insecurity and lack of emotional support that affects the learning process of students. Finally, four life stories of children who come from disintegrated families were prepared, with the aim of raising awareness among parents or legal representatives so that they encourage motivation and commitment to family dynamics, which contributes significantly to well-being and development. comprehensive of the students.
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    “Las estrategias innovadoras para la comprensión lectora”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Evelyn Michelle, Pineda Collahuazo; Sandra Jaqueline, Peñaherrera Acurio
    Currently, the effective use of strategies for reading comprehension contributes significantly to the academic training of a person, facilitating the development of their reading skills and critical comprehension. For this reason, the general objective of this research was: To design innovative pedagogical strategies for the improvement of reading comprehension in second grade students of General Basic Education (EGB) of the Educational Unit “Gral. Miguel Iturralde”, La Matriz Parish, Latacunga canton, during the school year 2023- 2024. In addition, it was sought that these strategies improve academic performance by stimulating independent and creative thinking, providing students with essential tools to face the challenges of today's world in an informed and responsible manner. The problem identified lies in the limited training and professionalization of teachers in effective teaching methods for reading comprehension, which has an impact on students' academic performance. Based on this background, a didactic guide was designed based on the stages of reading comprehension, to be applied in academic activities. The methodological design adopted a qualitative approach, using the interview technique directed to the teacher of the institution. Additionally, an observation guide was applied during a Language and Literature class. The information gathered through these tools allowed us to obtain a deep insight into the pedagogical strategies employed in the classroom, as well as the interaction between the teacher and the students in the teaching-learning process. The results indicate that participants agree that current training programs do not effectively address innovative methodologies for teaching reading comprehension. Based on these findings, it is concluded that it is crucial to promote self-education and continuous training processes among teachers in order to improve their knowledge and skills. In this way, they will be able to play an essential role in the implementation of innovative strategies that promote meaningful learning, facilitating students to develop deeper and more critical reading skills.