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Producción de dos variedades de haba (Phaseolus lunatus), asociado con café robusta (Coffea canephora), en la parroquia Guasaganda
(Universidad Técnica de Cotopaxi (UTC). La Maná. Agronomía, 2026-11-11) Masabanda Guamán, Myriam Alexandra; Ninabanda Ninabanda, Alex Fernando; Luna Murillo, Ricardo Augusto
Evaluate the agronomic response of two varieties of lima bean (Phaseolus lunatus L.), pallar and habichuela, established in association with robusta coffee (Coffea canephora), to determine their compatibility and potential as a companion crop in an agroforestry system in the Guasaganda parish, Ecuador. Methodology: A randomized complete block design with six replications was employed; the varieties were planted in the alleys of the coffee plantation, and growth, production, and leaf analysis variables of the lima bean were measured, as well as the vegetative development of three coffee clones, without the application of fertilizers or supplemental irrigation. Results: The pallar variety reached the greatest height (260.96 cm), while the habichuela produced the highest number of pods (99.83 per plant); however, the accumulated yield did not show statistically significant differences between varieties (p > 0.05), although the habichuela numerically doubled the pallar (1.47 vs. 0.75 kg). The foliar analysis revealed higher concentrations of macro and micronutrients in the pallar, except for boron, which was higher in the habichuela. The coffee maintained adequate vegetative development, with greater branching in the EET 365611 clone. Conclusions: The temporal association proved compatible and did not generate aggressive competition for resources, which supports its use as an agroecological strategy; however, it is recommended to conduct future studies with a control group (coffee without fava bean) to accurately quantify the impact on coffee growth and yield, as well as to evaluate the effect of incorporating forage as green manure on long-term soil fertility.
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Hábitos de estudio y brecha de género en el rendimiento académico matemático en la educación secundaria del Ecuador
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-10) Hidalgo Juela, Melany del Rocio; Llamba Sandoval, Sofia Aracely; Guaypatín Pico, Oscar Alejandro
The study is grounded in the premise that study habits are automatic behaviors facilitating self-regulated learning, wherein mathematical performance is recognized as a multifactorial phenomenon influenced by cognitive, emotional, and sociocultural variables. The issue at hand centers on the low level of mathematical competence in Ecuador, where students achieve averages below minimum proficiency levels, scoring 699 out of 1,000 points. Consequently, the research aimed to analyze the relationship between study habits and the gender gap in mathematical academic performance among secondary school students, utilizing institutional and INEVAL data from 2021 to 2025. The methodology employed a positivist paradigm with a quantitative approach and a non-experimental, cross-sectional, correlational-explanatory design, involving surveys and document analysis with a sample of 94 students. Key results revealed a very strong positive correlation (Rho = 0.956; p < 0.01) between the quality of study habits and academic performance. Furthermore, statistical tests determined that there were no significant gender-based differences regarding habits (p = 0.298) or performance (p = 0.214), with a small effect size (r < 0.16). National reports confirmed a convergence of scores, with a mean of 697 points for males and 696.6 for females. Thus, the findings indicate that the gender gap has narrowed significantly and does not act as a determining factor in academic success. Mathematical performance is closely linked to student autonomy and discipline; therefore, educational policies should prioritize the development of effective study techniques regardless of gender
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“Programa educativo gamificado para fortalecer el aprendizaje de la potenciación”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Noroña Obaco, Jorge Luis; Vaca Rubio, Geomara Noemi; Erazo Escudero, Ayrton Daniel
Gamification is a methodology that has gained popularity in various subjects due to its potential to transform abstract and complex content into a logical, understandable and interactive sequence. The study aims to analyze the impact of a gamified educational program on strengthening the learning of empowerment in 8th EGB students of the "General Eloy Alfaro". Educational Unit. The methodology used was framed in the positivist paradigm and a quantitative approach, with an applied and evaluative character. A pre-experimental and longitudinal pre-test and post-test design was used with a single group of eight students. The results showed that the average grade increased from 3.50 points in the pre-test to 8.75 in the post-test, with an average improvement of 5.25 points. Progress was recorded in all potentiation contents, especially in repeated multiplication, elements and power reading. The Wilcoxon test confirmed statistically significant differences p=0.014 and a large effect size r=0.867. The overall result of the program is favorable and efficient in strengthening the understanding of empowerment in students in the eighth year of basic general education
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“Gamificación como estrategia para mejorar la enseñanza de las tablas de multiplicar”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias experimentales, 2026-11-09) Gamboy Lisintuña, Lesly Gisela; Maigua Pila, Mayuri Jhojaira; Reyes Vallejo, Elvia Marlene
This study examines gamification as a pedagogical strategy to improve the teaching and learning of multiplication tables among fourth-and fifth-grade students of General Basic Education at the Unidad Educativa General Miguel Iturralde, located in the canton of Latacunga, Cotopaxi province, Ecuador. A qualitative approach was adopted under an educational action-research design, implemented over six weeks with the participation of 21students. Data was collected through participant observation, semi-structured interviews, and a focus group with the classroom teacher, and were analyzed using thematic coding and source triangulation. The findings show that gamified activities based on game mechanics such as points, levels, challenges, and badges increased intrinsic motivation, reduced anxiety toward multiplication operations, and fostered peer collaboration. A perceived improvement in multiplicative fluency was also identified, along with a positive evaluation by the teacher regarding the pedagogical feasibility of the strategy. It is concluded that gamification represents a relevant, low-cost alternative for transforming the traditional rote teaching of multiplication tables into a meaningful, participatory, and emotionally positive experience
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“Ansiedad matemática y aprendizaje de conceptos matemáticos en la formación inicial de docentes de Ciencias Experimentales”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales Lengua y Literatura, 2026-11-09) Changuan Loor, Sara Jhamilet; Molina Chicaiza, Yolanda Nayelie; Mantilla Parra, Carlos Washington
The purpose of this research was to analyze the relationship between math anxiety and the learning of fundamental concepts in the initial training of science teachers. Using a quantitative approach, a non-experimental correlational design, and purposive sampling, 26 first-year students were evaluated. Data collection was carried out using the Math Anxiety Questionnaire (MAS, Cronbach's Alpha = 0.88) and aMathematical Concepts Test (KR-20 = 0.81). Statistical processing was performed using SPSS v.26 software. The results revealed a strong and statistically significant inverse correlation (r = -0.76; p < 0.01) between the variables, demonstrating that higher levels of tension and emotional apprehension are associated with lower conceptual understanding and operational fluency among the student teachers. It was identified that 76.9% of participants experience medium to high levels of anxiety, affecting their working memory when faced with abstract and experimental problems applied to physics. It is concluded that math anxiety acts as a cognitive block that limits the academic and pedagogical skills of future teachers, with the risk of replicating these insecurities in their classrooms. It is recommended that emotional literacy strategies, affective regulation, and active methodologies such as Problem-Based Learning be incorporated into the university curriculum to guarantee the quality and sustainability of experimental science teaching