Facultad de Filosofía, Letras y Ciencias de la Educación Tesis Maestrías

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/180

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B-learning: its influence in a communicative-approach EFL classroom, language department, University of Cuenca
(2011) Pacheco Salazar, Vicente Guillermo; Jácome Guzmán, Marco Vinicio
Del aula tradicional al entorno virtual: Impacto de la realidad aumentada con GeoGebra en el estudio de poliedros regulares
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-02-17) Vintimilla Torres, Luis Andrés; Quezada Matute, Tatiana Gabriela
In Basic General Education, one of the main challenges is students’ difficulty in developing spatial visualization skills, particularly in the study of regular polyhedra, which limits the understanding of fundamental geometric concepts. This issue highlights the need to incorporate innovative methodologies that strengthen this ability. In this context, the present study aimed to analyze the impact of augmented reality, through the use of GeoGebra software, on the development of spatial visualization and the learning of regular polyhedra in a faith-based educational institution in the city of Cuenca, Ecuador. The research was conducted using a mixed-methods approach, descriptive in nature, with a cross-sectional, experimental, and exploratory design. The sample consisted of Basic General Education students, divided into an experimental group that used GeoGebra in a mobile learning modality and a control group that worked with traditional teaching methods. A pretest and a posttest were administered to both groups to assess academic performance. Additionally, semi- structured interviews were conducted with teachers, and the qualitative data were analyzed using the Taguette software through open coding and thematic categorization. Quantitative data were analyzed using the Shapiro–Wilk normality test. The results show significant improvements in the learning outcomes of students who used GeoGebra, as well as positive teacher perceptions regarding student motivation and participation. It is concluded that the implementation of GeoGebra as an augmented reality resource constitutes an effective pedagogical strategy to enhance spatial visualization and promote a constructivist approach to learning mathematics.
Dinámicas de exclusión e inclusión a migrantes en la ciudad de Cuenca, Ecuador: el caso de la migración venezolana
(Universidad de Cuenca, 2021-11-12) García Galarza, Jessica Carolina; Ramírez Gallegos, Jacques Paul
This thesis is based on ethnographic work with people in a human mobility condition of Venezuelan nationality settled in the city of Cuenca, Azuay province, Ecuador. Through their life histories and migratory trajectories, the following are described: a) migratory biographies, profiles and migratory patterns, as well as their dreams and expectations, taking into account the context of their native country and the receiving country; b) the practices of exclusion, expressed through the different forms of discrimination -racism, xenophobia, aporophobia-, and material or symbolic violence, produced and reproduced from the different levels of the State and national society, which condition the reality that Venezuelan migrants live, and c) the dynamics of inclusion that are gestated from associations, organizations and groups in order to contribute to the social inclusion of migrant families in vulnerable situations.
Factores asociados al consumo de sustancias psicoactivas que influyen en el rendimiento académico de los estudiantes de bachillerato en la Unidad Educativa José Peralta, provincia de Cañar, periodo 2024-2025
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-02-24) González Piña, Wilfrido Javier; Guerrero Quiroz, Enmanuel Isidoro
The study analyzed the risk factors associated with the consumption of psychoactive substances and their relationship with academic performance among high school students at the Unidad Educativa José Peralta (Cañar), during the 2024–2025 academic period. A quantitative approach was employed, with a non-experimental, descriptive–correlational, and cross-sectional design. The sample consisted of 283 students selected through proportional sampling by grade level. A sociodemographic questionnaire and the Drug Use Screening Inventory – Revised (DUSI-R) were applied. Data were analyzed using SPSS through descriptive statistics and Pearson correlations (after verifying normality with the Shapiro–Wilk test). The prevalence of substance use was 13.78%; among users, occasional use predominated (61.54%), followed by weekly use (35.90%) and daily use (2.56%). Regarding contextual factors, 39.93% reported having friends who use substances, and 28.98% indicated having used due to peer pressure. The Global Severity Index (GSI) of the DUSI-R was 2.46 (low severity), while the Behavioral Area (ASI = 2.72) and Psychiatric Disorders Area (ASI = 2.60) reached moderate severity, indicating impulsivity, emotional regulation difficulties, and concentration problems. Academic performance was mainly concentrated in the satisfactory (38.5%) and in-progress (30.7%) levels. No statistically significant correlations were found between the ASI/GSI and academic average (p > 0.05), suggesting independence in this sample characterized by low global severity. The recommendations emphasize strengthening protective factors through parent training programs, socio-emotional education (self-regulation, stress management), academic tutoring, and ongoing prevention campaigns, alongside the expansion of sports and cultural activities to foster healthy lifestyles.
Fostering students’ confidence through oral activities based on their interests
(2017) Hidalgo Nickel, Amanita Torcasa; Fajardo Dack, Tammy Mercedes
The purpose of this study originated from the need to increase students’ confidence. The approach that was taken was to use students’ interests to develop oral activities. Through these, they had the opportunity to practice and have more contact with the speaking skill, and this way increase their confidence. The main objective was to establish whether oral activities based on students’ interests foster their confidence. The participants in this study were 30 students from the 2016 fifth level of Tourism at the University of Cuenca, for whom an interest questionnaire was developed and applied in order to delimit the themes to be used. The instrument that was used to measure confidence was Griffee’s (1997) Confidence Questionnaire, which was applied before and after the intervention. After analyzing the results obtained from the interest questionnaire, it was possible to establish the oral activities that would be carried out in the intervention. To ensure and establish whether the activities were to the students’ interest, they had to evaluate each activity with an evaluation form. All the observations that took place during the development of the activities were registered on a journal. The data obtained from the evaluation form was analyzed, and it was found that students approved of the activities in being to their interest. It is also concluded that the level of confidence increased significantly.
Identidad nacional en los adolescentes cuencanos
(2009) Campuzano Polo, Carlos Iván; Mendoza Eskola, Juanita Catalina
Implementación de estrategias metodológicas para la asignatura de Educación Física en el colegio Benigno Malo para la modalidad virtual ante el confinamiento por una emergencia
(Universidad de Cuenca, 2024-02-20) Chérrez Cárdenas, Rolando Eduardo; Arciniegas Fárez, Daniela Fernanda
The COVID-19 pandemic has presented significant challenges for the teaching of Physical Education, especially in virtual modalities, forcing Ecuador and other countries to adapt to new educational forms. A study in Cuenca, Ecuador, focused on eight Physical Education teachers from two educational institutions during the pandemic, exploring how they faced technological and student engagement challenges. A non-experimental mixed design was used to collect data through surveys and interviews. Teachers reported difficulties in using technology and integrating physical activities in virtual environments. Despite this, they showed a willingness to adapt and some preparation for future virtual modalities. However, the lack of active student participation and problems in assessment were highlighted. To address these limitations, a pedagogical strategy called "Navigating the challenge of the digital world" was proposed. This includes technology training, strategies to encourage student participation, and specific recommendations for the use of social networks. It is suggested to implement this proposal in local contexts, taking advantage of the technology available to students, and then institutionalize it in teacher learning circles. Dissemination on social networks and writing a scientific article are considered steps to validate and expand the proposal. In conclusion, the study highlights the importance of adapting to new educational modalities in times of crisis and proposes practical solutions to improve the teaching of Physical Education in virtual environments.
Implementación de modelos de inteligencia artificial generativos para fomentar la creatividad en niños de Educación Básica
(Universidad de Cuenca, 2025-09-08) Galindo Durán, Tania Lisseth; Quizphi Salamea, Adriana Lucía
This research explores the implementation of Artificial Intelligence models to foster creativity in elementary school students. This study addresses the issue of creative limitations in traditional educational settings, identifying true needs. The research was conducted with sixth-grade students and teachers at a private school in the city of Cuenca, Ecuador. A mixed-methodological approach and exploratory scope were used. The main objective is to evaluate the impact of generative AI models on students' creative development by determining prior knowledge, selecting and implementing appropriate AI models, and evaluating their effectiveness in creative activities and planning. Pre- and post-test questionnaires were administered throughout the intervention, allowing the quantification of the educational impact and progression in the subjects. Design Thinking is the main methodology used, which is based on creative activities to foster collaboration and solve problems through divergent thinking. The study's significance lies in its contribution to the field of educational innovation in Ecuador. The research seeks to establish precedents for the appropriate integration of AI in educational settings. The findings could inform future implementations of educational technologies and contribute to the development of innovative methodologies that respond to the educational needs of the 21st century.
La educación intercultural en la UESF: estrategias para valorar la diversidad
(Universidad de Cuenca, 2020-09-23) Morocho Sánchez, Juan Javier; Piñeiro Aguiar, Eleder
The study arises in the pedagogical context of an educational institution in the urban zone of the city of Cuenca, from March 2019 to January 2020. The institution provides all levels of education from the preschool, primary, elementary and high school. The objective of the research is to design pedagogical strategies within the PCI (Institutional Curriculum Plan) and the cohabitation code, with an intercultural focus, enhance the inclusion relationships within the Unidad Educativa San Francisco (UESF). The project begins with the interest of building an intercultural PCI, to do this your pedagogical model will need to answer the following research question: How can education, from an intercultural approach, contribute to improving the UESF's educational proposal and their inclusion relationships? Likewise, the study can be taken as a model that can be replicated in other institutions and increase theoretical and practical knowledge about this area to encourage future research. The project's pedagogical approach is based by author FalsBorda and his emancipatory theory. The methodology of the project is approached from the analysis of theories, related perspectives and paradigms, intertwined with the analysis of secondary data and with field research focused on a qualitative approach whose focus is ethnography: observation and focus groups. At the end of the project will hope to identify the spaces of intercultural interaction at UESF and generate a contextualized intercultural strategy guide to its approach.
Método singapur en la enseñanza de las cónicas en segundo año de bachillerato
(Universidad de Cuenca, 2024-07-11) Pastuizaca Guamán, Nelson Romeo; Trelles Zambrano, César Augusto
In recent years, a deficiency has been evidenced in the high school students of the Víctor León Vivar educational center located in the city of Nabón, Ecuador, mainly in the subject of mathematics and, specifically, in the topic of conic sections. For this reason, in the search for improving the quality of education and the teaching-learning process, the Singaporean educational system was found as a reference model in this research. In this research we intend to design a didactic guide based on the Singapore model, which seeks to improve the academic performance of students, as well as to promote problem-solving skills of students and provide teachers with a tool for better planning. We will work with students in the second year of high school, who, being separated into two different parallels, will be treated separately, the first will be considered the control group and the second the experimental group. In the first instance, a pretest is applied to each of the groups as a diagnosis to be taken as a starting point; followed by the teaching stage where the control group maintains the process with the educational texts of the Ministry of Education, while the experimental group uses the proposed didactic guide. Finally, an academic evaluation is made to each of the groups in order to determine their understanding of the concepts taught by the teacher. It is determined that the experimental group obtained a better academic achievement demonstrated with a better understanding of the concepts, better communication and satisfaction of the students compared to the control group that maintained the performance of the last times.
Promoviendo la inclusión intercultural: estudio de caso de prácticas educativas dentro de la Unidad Educativa Particular Sudamericano
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2026-03-02) Bravo Arcos,Ivone Aracely; Collado Ruano, Javier
In order to evaluate institutional policy and pedagogical practices, and analyze teachers' and students' perceptions regarding intercultural inclusion at the «Unidad Educativa Particular Sudamericano», this research was developed using a qualitative approach, with an interpretive methodology and case analysis. Institutional documents that refer to the institution's policy were used, semi-structured interviews were conducted with teachers and students, and classroom observations were collected in observation guides. The results indicate that the intercultural approach is not adequately developed in institutional policy, which limits its application in teachers' educational practice. In addition, teachers' perceptions indicate that they recognize the value of interculturality in education, but fail to effectively incorporate it into their pedagogical practices. Meanwhile, exchange students report not feeling culturally included within the educational community. The study concluded that interculturality has not been mainstreamed into everyday education. It is urgent to strengthen institutional intercultural policy and establish strategies that allow for its application, enabling the construction of inclusive and respectful coexistence.

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