Evaluación tradicional y su influencia en el aprendizaje participativo en la asignatura de matemáticas en los estudiantes del noveno año.
The research was carried out in the "Humberto Fierro" Educational Unit, Sucumbíos Province, Cáscales canton, where the main objective was to determine the traditional evaluation and its influence on participatory learning in the subject of mathematics in ninth-year students, responding to...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad de Otavalo |
| Repositorio: | Repositorio Universidad de Otavalo |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uotavalo.edu.ec:52000/898 |
| Acceso en línea: | http://repositorio.uotavalo.edu.ec/handle/52000/898 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Evaluación Desmotivación Rendimiento académico |
| Sumario: | The research was carried out in the "Humberto Fierro" Educational Unit, Sucumbíos Province, Cáscales canton, where the main objective was to determine the traditional evaluation and its influence on participatory learning in the subject of mathematics in ninth-year students, responding to In the line of research on the improvement of educational evaluation, this issue has been addressed due to the difficulties in carrying out learning evaluations by students, since they have been developed from a traditionalist perspective, that is, they tend only to the application of written or oral questionnaires that cause demotivation and lack of interest in students. For the research design, a quantitative approach was applied, collecting information through the application of a survey, which served to verify the hypothesis, through numerical and statistical comparison. In the results, the students express their disagreement about the type of evaluation applied by the teacher that causes their demotivation and low academic performance, therefore, it is necessary to apply methodologies such as participatory learning and within these, teaching through games to innovate the way to evaluate by transforming it into a formative evaluation, concluding that the traditional evaluation does affect participatory learning, since students state that if the way of evaluating were changed, learning would improve, therefore, the application of participatory learning is recommended to decrease the repetitive and/or mechanical evaluations that make it a passive entity with little participation. |
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