Diseño Universal de Aprendizaje para fomentar la inclusión educativa y mejorar el rendimiento académico de los estudiantes. Año lectivo 2023 – 2024
The universal design for learning is a procedure that provides equal learning opportunities for all students. The objective of this research was: To enhance the academic performance of students through the implementation of the universal design for learning, which involves everyone in the developmen...
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| Үндсэн зохиолч: | |
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| Формат: | bachelorThesis |
| Хэл сонгох: | spa |
| Хэвлэсэн: |
2025
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://dspace.unl.edu.ec/jspui/handle/123456789/32023 |
| Шошгууд: |
Шошго нэмэх
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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Шошго нэмэх | Тойм: | The universal design for learning is a procedure that provides equal learning opportunities for all students. The objective of this research was: To enhance the academic performance of students through the implementation of the universal design for learning, which involves everyone in the development of the classroom process, so that they achieve the understanding of scientific content in the subject of Natural Sciences (Botany). The method used was inductive, starting with direct observation of the classroom process, in which the exclusive use of the lecture class to address the topics was evidenced, which causes in students, little understanding of the contents, this is reflected in their low academic performance; based on this reality, a literature search was conducted to develop the proposal for educational intervention and thus improve this reality; the approach is qualitative, considering particularities of the classroom process under investigation; according to the nature of the information, it corresponds to participatory action research, since it interacted with the students to dynamize the teaching-learning process and improve their academic performance; as for the temporality, it is transversal, since it was developed in a short period of time. The research began with the identification of the problem, then the search for information, then the construction and execution of the intervention proposal and finally the collection and analysis of results, which show that the strategies, techniques, didactic resources and activities adapted to the SAD, facilitate students to get involved in the classroom process, understand the scientific content and express what they have learned; finally it is concluded that the implementation of the SAD indistinctly enhances the academic performance of students |
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