Estrategias didácticas para la enseñanza de la literatura ecuatoriana.
The purpose of this research was to determine whether the teaching strategies applied by teachers at the “Leonardo Da Vinci” Educational Unit in the teaching of Ecuadorian literature favor the academic performance of third-year high school students. A mixed approach was used, since specific methods...
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| Format: | bachelorThesis |
| Jezik: | spa |
| Izdano: |
2024
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| Teme: | |
| Online dostop: | http://dspace.unach.edu.ec/handle/51000/13899 |
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Označite | Izvleček: | The purpose of this research was to determine whether the teaching strategies applied by teachers at the “Leonardo Da Vinci” Educational Unit in the teaching of Ecuadorian literature favor the academic performance of third-year high school students. A mixed approach was used, since specific methods and techniques were used to collect qualitative and quantitative data, with a non-experimental design since the variables under study were not manipulated. There was a population of 7 students, and work was also done with the Language and Literature teacher. The survey and the interview were used as techniques, and the questionnaire was used as an instrument. The survey was applied to the students and the interview to the Language and Literature teacher. Among the most relevant results, it is highlighted that the Language and Literature teacher uses various didactic strategies to teach Ecuadorian literature to third-year high school students, such as dramatizations, text analysis and group work. The teacher stated that these strategies have been extremely important for the development of critical analysis, class participation, teamwork and deep understanding of Ecuadorian literary works. This impact is also reflected in the positive perception of the students, since in the survey conducted, they stated that the strategies that the teacher uses have helped them facilitate their learning and understanding of Ecuadorian literary works, because the strategies are interactive, dynamic and contribute to meaningful learning. Therefore, in conclusion, it can be said that it was determined that the didactic strategies used by the Language and Literature teacher of the “Leonardo Da Vinci” Educational Unit do favor the academic performance of third-year high school students. |
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