Browsing by Author "Cedillo Quizhpe, Isabel Cristina"

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Actitudes docentes hacia la educación inclusiva en Cuenca
(2016) Clavijo Castillo, Ruth Germania; López Calle, Claudio Hernán; Cedillo Quizhpe, Isabel Cristina; Mora Oleas, Janeth Catalina; Ortiz Ochoa, William Alfredo
Actitudes hacia la educación inclusiva en los estudiantes universitarios de Educación General Básica
(2016) Astudillo Gómez, Priscila Lizeth; Barba Cáceres, Alexandra Marisol; Cedillo Quizhpe, Isabel Cristina
The study presented aims to describe the attitudes of 55 students of the career of basic general education towards inclusive education , for it has applied a 15-item questionnaire and analyzed the responses of future teachers towards this process. The results indicate that the majority of college students show an indifferent attitude towards inclusive education. We conclude by mentioning that the positive attitude depends on an appropriate and ongoing training to enable acquiring sufficient tools to deal with diversity in an effective manner, ensuring the quality of education.
Adaptación al español de la escala de autoeficacia general para su uso en el contexto ecuatoriano
(2018) Bueno Pacheco, Gladys Alexandra; Lima Castro, Sandra Eugenia; Peña Contreras, Eva Karina; Cedillo Quizhpe, Isabel Cristina; Aguilar Sizer, Mónica Elisa
Self-efficacy has great relevance in clinical and health psychology, since it can explain a wide range of behaviors, because it refers to the beliefs people have about their own capabilities to reach a goal. For the purpose of this study, two objectives were proposed: the Spanish adaptation of the General Self-Efficacy Scale (GSE) created by Schwarzer and Jerusalem (1995) in order to be used in the ecuadorian context and the evaluation of the reproduction of the factorial structure proposed by its authors, considering a sample of 567 participants. The reliability, dimensionality and validity of the scale were analyzed. The results show an adequate internal consistency, excellent discrimination indices for each item, high factor loads and also a convergent and discriminant validity against the Wellbeing and negative emotions constructs (PERMA). We may conclude that the data adjust well the theoretical model, obtaining a useful tool for health professionals in the ecuadorian context.
Adaptación del perfil PERMA en una muestra ecuatoriana
(2017) Lima Castro, Sandra Eugenia; Peña Contreras, Eva Karina; Cedillo Quizhpe, Isabel Cristina; Cabrera Vélez, María Marcela
The PERMA profile scale of Butler and Kern (2016) was adapted to be used in Ecuador. This scale is based on Seligman's (2011) well-being theory. In order to obtain the Ecuadorian version the translation-back translation method was used. The final version, was applied to a sample of 1,247 adults between 18 and 89 years who live in Cuenca, Ecuador. The discrimination capacity of the items, their reliability and factor structure were studied. The internal consistency (α = .911) for the total scale was high, a three factor structure was obtained that differs from the original version which explains 62.99% of the variance, with an acceptable general adjustment is reported with values of χ2 [A1] /gl=196.24/63=3.1, CFI = .99, RMSEA = .047, SRMR = 0.0252. In conclusion, the PERMA profile is a useful instrument to evaluate the well-being of Ecuadorian adults.
El aprendizaje mediado y las operaciones mentales de comparación y clasificación
(2010) Cedillo Quizhpe, Isabel Cristina; Cordero Jaramillo, Mónica
Autoconcepto de los niños con necesidades educativas especiales y niños regulares
(2015) Calle Haro, Ivonne Andrea; Verdugo Garcés, María Fernanda; Cedillo Quizhpe, Isabel Cristina
This research work titled “self-concept of children with special educational needs and regular children” The main objective is to analyze the self-concept differences between children with special education needs and the regular classmates in fourth grade to eighth year of general basic education. This is an exploratory and analyzes the perceptions in self-concept differences between children with special educational needs and the regular classmates. Aside, it explains and details the factors that determine self-concept development of self-concept, through the application of Self-Concept Test Form 5. For information processing have been applied statistical methods. The most significant research findings show that children with special educational needs have a low self-concept compared to the self-concept of regular children, especially in physical, academic and emotional terms. This finding coincides with other researches and theoretical postulates about this topic.
Autoconcepto y sexting en adolescentes de 15 a 18 años en la ciudad de Cuenca
(2018) Medina Quizhpe, Mónica Vanessa; Verdugo Illescas, Celena Katherine; Cedillo Quizhpe, Isabel Cristina
The objective of this study is to determine the level of self-concept of teenagers aged 15 to 18 who practice sexting, with a descriptive study with a quantitative approach. A sample of 463 students was chosen, to whom two instruments were applied to identify the variables present in the research. To identify sexting levels the Sexting survey was used and translated and adapted by Cajamarca (2016), based on the model sex and tech and for the self-concept variable, the Self-concept Test Form 5 (AF5) was used. This study indicates the majority of teenagers have a profile on social networks such as facebook, whatsapp, Instagram, among others, resulting in the existence of the practice of sexting in teenagers who were part of this research, ie send, receive or share seductive messages, these messages were from a boyfriend / girlfriend or as a seductive gift or to get the attention of a girl / boy, in addition it was possible to show risk behaviors in teenagers since they would have online contact either with known or uncovered people. With respect to self-concept, it is evident that within the physical and academic dimensions there is a better self-concept compared to the familiar, social and emotional dimensions.
Autoeficacia en docentes de educación general básica y bachillerato general unificado
(2016) Fárez Sánchez, Mónica Alexandra; Pacheco González, Diana Gabriela; Cedillo Quizhpe, Isabel Cristina
Abstract The goal of the current investigation was to describe the self-efficacy level of teachers from Basic General Education and General Unified Baccalaureate. The study has a quantitative approach with a descriptive and relational influence. The sample consists of 92 teachers, 44 men and 48 women who belong to two public schools of Cuenca city. The instrument used was the Teacher’ Sense of Efficacy Scale(Tschannen – Moran y Woolfolk Hoy, 2001) adapted to Spanish by Covarrubias (2014). The results have demonstrated that most teachers have a high level of self-efficacy, also it was determined that sex is not a variable that influences the self-efficacy level as same as years of teaching. On the other hand, it was found that the academic formation level and the educational level where the teacher works are related to the self-efficacy.
Autoeficacia y gusto por la actividad física de los estudiantes de básica superior de la Escuela de Educación Básica San Juan de Jerusalén
(Universidad de Cuenca, 2024-01-31) Vizhñay Criollo, Pedro Fernando; Cedillo Quizhpe, Isabel Cristina
A notable decline has been observed in the participation of children and adolescents in physical activity (PA). Physical Education (PE) plays a fundamental role in providing a daily environment for children and young people to have contact with PA, has motivated a growing interest in researching this context. Therefore, our main objective was to compare the perception of self- efficacy and taste for PA of the upper elementary students of the San Juan de Jerusalem basic education school based on the application of a strategic program. This study had a quantitative experimental approach at a pre-experimental level, where two specific variables were measured: self-efficacy and taste for PA. To carry out this measurement, we used two questionnaires: The Self-efficacy towards PA questionnaire and the Physical Activity Enjoyment Scale (PACES), some questions were also asked to characterize the participants by using a sociodemographic questionnaire. The study included an intervention phase where a strategic program of self-efficacy and enjoyment of PA was applied during 20 class sessions, covering topics, content, action strategies, and teaching methodologies that will help improve self-efficacy and enjoyment of PA. The results support that there was a significant change in the students' perception of self-efficacy and liking for PA. Strengthening the perception of self-efficacy and enjoyment of PA contributes to boosting the participation and commitment of adolescents in PA practice, to promote an active and healthy lifestyle.
Autopercepción docente sobre competencias digitales en el nivel de educación básica elemental y media
(Universidad de Cuenca, 2024-09-04) Déleg Espinoza, Alanys Lissette; Sari Chuquimarca, John Jairo; Cedillo Quizhpe, Isabel Cristina
Digital competence has emerged along with the development and evolution of Information and Communication Technologies (ICT), which are fundamental for today's world because they facilitate global communication and modernize education, making it more interactive and in line with the demands of the 21st century. The development of digital competencies in teachers is crucial because it encourages innovation of traditional pedagogical practices, and through the incursion of technological resources seeks to support the learning of cognitive, procedural and attitudinal skills. In education, these competencies transform and improve the teaching and learning process. Therefore, teachers' self-perception of their digital competencies is essential, as it directly influences the effective integration of technology in the classroom. The main objective of this study was to analyze the self-perception of digital competence mastery by basic, elementary and middle school teachers. The study adopted a quantitative approach, to quantify and analyze the data collected reflecting teachers' self-perception of their digital competence through a questionnaire. The findings show that, although teachers have partially developed digital competencies, they need further training to face digital challenges, especially in the areas of content creation, security and problem solving. Currently, training focuses on information management, communication and content creation, but these efforts need to be expanded to cover all critical areas of digital competence.
El bienestar psicológico en estudiantes universitarios
(2019) Mejía Segarra, Cristina Valeria; Moscoso Alvarez, Gabriela Alexandra; Cedillo Quizhpe, Isabel Cristina
The aim of the study was to determine the level of Psychological Wellbeing in university students of the Faculty of Psychology of the University of Cuenca. The research was quantitative with a non-experimental cross-sectional design and a descriptive scope. The population consisted of 535 students, of which 198 were men (37%) and 337 were women (63%) between 17 and 44 years, with an average age of 21 years. The applied instrument was the Scale of Psychological Wellbeing of Carol Ryff adapted to the Spanish version of Díaz et al. (2006), composed of 29 questions, grouped into six dimensions: Positive relationships, Self-acceptance, Autonomy, Domain of environment, Personal growth and Purpose of life. The results show that, at a general level, students show a moderate tendency in the level of Psychological Wellbeing. At the level of each dimension, according to sex, the predominant dimension of well-being in men turned out to be that of Self-acceptance, while in women it is Purpose of life. Regarding age, it is determined that at a higher age, there is a low tendency in the level of psychological well-being in terms of the dimension of positive relationships. And finally, according to the different careers, the students of clinical psychology present a domain in the dimension of life purpose, those of Social in Self-acceptance and those of Educational a predominance in Personal Growths. However, none of these differences was statistically significant.
Concepción de calidad educativa de los docentes del área de Ciencias Sociales y características sociodemográficas
(Universidad de Cuenca, 2020-08-24) Mora Illescas, Patricia Verónica; Cedillo Quizhpe, Isabel Cristina
The purpose of this research was to relate the conception of educational quality of teachers in the Social Sciences area of the University of Cuenca with sociodemographic characteristics. A retrospective study was conducted, with a relational scope, with a sample of 200 professors assigned to the Social Sciences areas. For the collection of information, the Olaskoaga questionnaire (2009) was applied, structured in 7 items and subdivided into two entries: one related to the influence and self-identification of teachers with the notions of educational quality and the other, related to perception of the degree in which the University identifies with these notions. The information obtained was processed using the statistical program SPSS 22®; descriptive tables of percentage relative frequency were generated. The results obtained allowed us to verify that, from a teaching perspective, quality consists mainly of training students capable of assuming a social commitment and their own transformation; however, from the perspective of the institution, the conception would aim to fulfill the objectives, mission and quality standards. Likewise, it was found that three sociodemographic characteristics would be linked to the conception of quality: age, work experience and employment status. Such results allow us to conclude that the conception of educational quality that teachers have in the area of Social Sciences of the University of Cuenca would imply the understanding that the training received must be paid in the same society and not focused on the pursuit of purely individualistic purposes.
Concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca – Ecuador
(2020) Cedillo Quizhpe, Isabel Cristina; Cabrera Ortiz, Freddy Patricio; Japón Gualán, Ángel Rodrigo
El objetivo del presente artículo es describir las concepciones de calidad educativa desde la perspectiva docente en la Universidad de Cuenca, Ecuador. Este estudio descriptivo - correlacional encuestó a 462 docentes de esta universidad, seleccionados a través de un muestreo probabilístico estratificado. Los datos se recolectaron en el 2018, con los bloques cuatro y cinco del cuestionario empleado en el Estudio de la Percepción del Profesorado Universitario sobre las variables asociadas con la calidad de la educación universitaria (EPPU). Para el análisis de datos se empleó estadística descriptiva y pruebas no paramétricas. Los resultados muestran que, respecto a la concepción de la calidad educativa, la mayoría se identifica con la idea de que esta consiste en formar estudiantes capaces de asumir un compromiso social. Así mismo, consideran que la universidad se identifica con la idea de calidad ligada al cumplimiento de los objetivos y la misión institucional. No se encontraron correlaciones de las características del alumnado y la concepción de calidad educativa con las variables sexo, edad y experiencia docente. En cuanto a las características del estudiantado, el profesorado destaca la vocación por los estudios y la actitud del alumnado hacia el aprendizaje lo que genera un efecto sobre la mejora de la calidad educativa según el profesorado. Se concluye que la concepción de calidad del profesorado se inclina por una visión más apegada al desarrollo humano centrada en la formación de sus estudiantes con responsabilidad social.
Concepciones de los docentes de educación básica acerca de la calidad educativa en escuelas rurales de la ciudad de Cuenca
(Universidad de Cuenca, 2024-09-05) Figueroa León, Fernanda Lucía; Landázuri Soledispa, Dana Isabel; Cedillo Quizhpe, Isabel Cristina
The objective of this research is to understand the conceptions that teachers of rural schools have about educational quality in rural schools in Cuenca. To this end, a qualitative study was carried out with an approach to a phenomenological study, with the application of a semi- structured interview to 18 teachers from rural schools. After making a thematic analysis, the results showed that the term educational quality does not have a unified concept, it varies according to the educational actors and the context in which it is worked. The participating teachers define educational quality in terms of the achievement of useful outcomes for students. They also associated the term with teacher training the methods or strategies that teachers use to teach their classes. It should be noted that one cannot speak of educational quality when the minimum conditions of rural areas are not yet met, what may be considered a quality education in one area may not be relevant or appropriate for another. Therefore, it is concluded according to the teachers' conceptions that there is no single definition of educational quality and that the work in rural educational institutions is affected by factors such as migration, lack of resources, and the rural tasks that students must perform.
Desigualdades educativas y brecha digital en Ecuador en tiempos de COVID-19
(Universidad Nacional del Rosario (Argentina), 2022) López Calle, Claudio Hernán; Cedillo Quizhpe, Isabel Cristina; Clavijo Castillo, Ruth Germania; Pesántez Palacios, María Dolores; Ullauri Ullauri, Jaime Ivan
Detección de la dislexia y discalculia en niños de tercero a cuarto año de educación general básica
(2015) Arévalo Arias, Bernarda Cristina; Sánchez Sanmartín, Andrea Ximena; Cedillo Quizhpe, Isabel Cristina
The aim of this research is to detect the impact of dyslexia and dyscalculia in children of third and fourth grade of basic education in San Roque Elementary School Dyslexia and dyscalculia are learning disabilities that may occur in students with normal intelligence without sensory, mental, emotional, or sociocultural deprivation to justify deficiency. The terms of dyslexia and dyscalculia are based on a cognitive approach. To achieve the aim of this research, quantitative techniques were used such as LEE and PRO-CÁLCULO tests which investigate the level of handling reading, writing and arithmetic performance in children. In addition to this, qualitative techniques were applied to complete the assessment process. Once the fieldwork was completed, it was found out that there still is a significant prevalence of dyslexia and dyscalculia in these elementary levels that matches with other studies.
El absentismo escolar en estudiantes de séptimo de básica de escuelas fiscales de la ciudad de Cuenca
(Universidad de Cuenca, 2024-09-03) Ortega Rivera, Emily del Cisne; Cedillo Quizhpe, Isabel Cristina
The present research focuses on school absenteeism as a crucial aspect of student development. According to recent studies, absenteeism is a challenge for the educational field due to its detrimental impact on the development of children and adolescents. At the beginning of the school year, it is common to find children enthusiastic about starting new educational experiences. However, it also observe that by the middle or end of the year, they withdraw and do not complete these courses, thus hindering their development. Therefore, the objective of this study was to analyze school absenteeism among seventh-grade students. Likewise, it conducted a quantitative investigation in three public schools in the city of Cuenca, involving 181 children at the middle basic education level, specifically in the seventh grade. In addition, it used a sociodemographic data sheet and a questionnaire on school absenteeism, consisting of four dimensions (individual, school, family, and community factors) for data collection. The presence of dedicated teachers and access to recovery programs perceive positively in the school environment to prevent absenteeism, while frequent relocations or the need for students to care for sick family members are factors that can cause absenteeism. These results indicate that comprehensive plans need to be implemented to prevent school absenteeism. The involved organizations could work to improve interactions between teachers and students, which would help reduce absenteeism.
El método Singapur como propuesta de enseñanza-aprendizaje de la matemática para básica elemental
(Universidad de Cuenca, 2022-09-09) Malusín Carabajo, Jessica Tatiana; Uvidia López, Maritza Johana; Cedillo Quizhpe, Isabel Cristina
The monograph corresponds to the area of Didactics of Mathematics; as a research problem, it was stated that in the teaching-learning process of Mathematics, most teachers use the traditional teaching model which is based on memorization and the use of algorithms, thus generating learning difficulties for students in this Branch. For this reason, the Singapore Method will be described as an alternative methodology for teaching the contents of this subject. The general objective is to demonstrate that the application of the Singapore Method contributes to the teaching and learning of Mathematics in elementary school students. To meet this objective, a review of literature was carried out that included the review of various sources of bibliographic information, including books, scientific articles, undergraduate and postgraduate works by various authors. Subsequently, an analysis and synthesis of the most outstanding information for the writing of the chapters was carried out. In this way, it is concluded that the Singapore Method provides certain benefits to students such as: promoting motivation towards learning, developing mathematical skills with problem solving, reasoning and the use of manipulative materials that help understand and assimilate concepts; and promotes critical thinking through reasoning to arrive at a solution to a problem. However, its implementation in the Ecuadorian context is complex due to the infrastructure, the teaching material and the training of teachers, which is an essential requirement for the application of the method in the classroom.
Implementación de adaptaciones curriculares para Necesidades Educativas Especiales en Básica Media desde la percepción del profesorado
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-31) Sánchez Pacheco, Nancy Melissa; Sinchi Guiracocha, Michelle Irene; Cedillo Quizhpe, Isabel Cristina
This research paper focuses on Inclusive Education and explores how curriculum adaptations are implemented for students with Special Educational Needs (SEN), from the teachers’ perspective. This topic has been widely studied because of its impact on teaching practice and learning processes. The main goal was to understand teachers’ perceptions about applying curriculum adaptations for students with SEN. The study used a qualitative method with a phenomenological design. The sample included 11 middle school teachers from private religious schools in the city of Cuenca. Semi-structured interviews were conducted to collect data. The most important findings show that teachers see curriculum adaptations as key tools to adjust the curriculum to the individual needs of each student. Also, the concept of SEN is broadened, as teachers recognize that not only students with clear disabilities need adaptations, but all students can benefit from them. In addition, the study highlights the need to strengthen teacher training, use inclusive strategies, and promote flexible planning to ensure the participation of all students.
Inteligencia lógico verbal en adolescentes de décimos años de educación general básica
(2014) Balcázar Betancourth, Gabriela Fernanda; Sánchez Barbecho, Juan Gabriel; Cedillo Quizhpe, Isabel Cristina
By conducting a study on the level of logical-verbal intelligence of tenth-grade students from the“NuestraFamilia”Primary School,we can get a radiograph of this institution in order to know how the skillsof the area of language have been developed, and in turn, to contrast them with the quality standards given by the curriculum of primary education. This thesis aims to contribute to the knowledge of the level of development of logical-verbal intelligence through logic and linguistic comprehension and semantic understanding bytenth-grade students from the above institution, through the application of the INVE logical-verbal intelligence test and its six subtests. The results of this research indicate that the tenth-grade students from the“Our Family”Primary Schoolcannotcompletely manage the processes required to acquire a logical verbal intelligence. We concluded that it would be important to conduct a re-test at the end of the school year, so as to inquire into the teaching methods of the Language and literatures teachersin order to develop logical-verbal intelligence appropriately in their students.