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Item
“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
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“Metodología activa para fortalecer las cuatro operaciones básicas de la matemática de básica superior”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Caisa Paredes, Nayeli Alexandra; Reyes Vallejo, Elvia Marlene
At both the global and local levels, traditional mathematics instruction has created significant gaps in students’ logical-mathematical reasoning and their ability to solve everyday problems, and has led to poor performance and a lack of motivation. This study analyzes the impact of applying active learning methodologies on strengthening the four basic mathematical operations (addition, subtraction, multiplication, and division) among upper elementary students at the Cochapamba Educational Unit. Through a mixed-methods approach with an explanatory scope and a pre-experimental design, the study integrated participatory teaching strategies, Problem-Based Learning (PBL), and the use of concrete and digital materials. The study sample consisted of 40 eighth-grade students in general basic education. Data collection instruments included diagnostic and final tests, a perception survey, and observation. The results show that the implementation of active methodologies significantly increases conceptual understanding and operational fluency, with the percentage of students achieving a high level on the entrance test rising from 10% to 55% on the exit test. It is concluded that active learning transforms students’ role from that of recipients to constructors of their own knowledge, which facilitates the transfer of mathematical knowledge to real-life contexts. It is emphasized that it is necessary to continue training teaching staff in these new pedagogical trends to ensure the sustainability of the proposed educational mode
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Influencia de una herramienta interactiva basada en inteligencia artificial en el rendimiento académico de la factorización
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de las Ciencias Experimentales, 2026-11-09) Rocha Pazmiño, Dayana Mishel; Cachuput Gusñay, Jorge
Factoring often becomes difficult when students memorize rules without recognizing the algebraic structure that guides each procedure. This study analyzed the influence of an artificial intelligence-based interactive tool on ninth-grade students’ academic performance in factoring at the “Gabriela Mistral” Private Educational Unit in Latacunga during the 2025-2026 school year. A quantitative, applied, quasi-experimental pretest-posttest design with nonequivalent groups was used. The participants were 43 students: 22 in the control group and 21 in the experimental group. For two weeks, the experimental group used Gemini through the Retromate Gem to practice five factoring cases with teacher guidance, immediate feedback, and repeated attempts. The knowledge test achieved a KR-20 coefficient of 0.81. Data analysis included descriptive statistics, the Shapiro-Wilk test, Mann-Whitney comparisons between groups, and Wilcoxon signed-rank tests for related measurements. The groups were comparable at pretest (W = 402.00; p = .205; r = .19). At posttest, the experimental group obtained 8.83 and the control group 4.67; the difference was significant and large (W = 243.50; p < .001; r = .81). Both groups improved, although the descriptive change was greater in the experimental group. The findings support a favorable association between interactive practice and factoring learning within a brief, single-site intervention without random assignment