Browsing by Author "Auccahuallpa Fernandez, Roxana"

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Actividades lúdicas para el aprendizaje activo de funciones y ecuaciones cuadráticas
(Universidad de Cuenca, 2024-02-08) Escandón Vera, Sayra Gianella; Auccahuallpa Fernandez, Roxana
The teaching of mathematics is usually labeled as tedious or complicated, according to the students' opinions. Therefore, the objective of the study was to design playful activities that integrate ICTs to improve the learning of functions and quadratic equations in tenth grade students of the Isabel Moscoso Dávila Educational Unit, in the city of Cuenca. For this purpose, a quantitative methodology with descriptive scope, pre-experimental and crosssectional design was used, based on a sample of 22 students. A pretest was used for the diagnosis, after which the ludic-educational proposal was carried out to culminate with a posttest, all of this with a daily observational record. As a result, it was obtained that, from the design of ludic activities such as: a mathematical parcheesi, a labyrinth and a group ludic creation project by the students, the academic performance related to the subject was improved. Consequently, we conclude that learning mediated by games achieves a greater motivation in students to learn and, therefore, also a greater effort to do so, as they actively participate in their learning process.
Factors that influence ecuadorian university students’ motivation towards english learning: an exploratory research study
(2019) Ortega Auquilla, Diego Patricio; Hidalgo Camacho, Cynthia Soledad; Tamayo Maggi, Monica Raquel; Auccahuallpa Fernandez, Roxana
Although learning English as a foreign language has commonly been associated with special cognitive abilities or learners’ aptitude, it has also been found that motivation plays a key role. Thus, this exploratory research study aimed to determine what factors motivate Ecuadorian university students to learn English, so a survey was administered to 422 students in different undergraduate programs from three public universities. The questions focused on learning about and determining the level of agreement the study participants had with statements related to integrative and instrumental motivation. Additionally, an open-ended question was formulated to find out the most important reasons behind their learning of English. The findings showed that a large number of study participants feel motivated to learn the language in order to achieve short-term goals such as traveling and being able to communicate in the target language, as well as long-term goals that include earning academic degrees and obtaining better job opportunities. It was concluded that the role of the teacher and an effective language teaching methodology are key components of students’ motivation and attitudes towards successful foreign language learning.