Cómo la multimedia educativa se constituye en un recurso de apoyo para el proceso enseñanza-aprendizaje de los estudiantes del octavo, noveno y décimo año de educación básica del colegio “UNE” de la parroquia Chicaña, del cantón Yanzatza, provincia de Zamora Chinchipe. Período 2014-2015
The present Thesis is about a study focused on: HOW EDUCATIONAL MULTIMEDIA IS A SUPPORT RESOURCE ON THE TEACHING-LEARNING PROCESS FOR STUDENTS BELONGING TO EIGHTH, NINTH AND TENTH YEAR OF BASIC EDUCATION OF SECONDARY SCHOOL “UNE” CHICAÑA, YANTZAZA CANTON, PROVINCE OF ZAMORA CHINCHIPE. PERIOD 2014-20...
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| Format: | bachelorThesis |
| Jezik: | spa |
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2015
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| Online dostop: | http://dspace.unl.edu.ec/jspui/handle/123456789/23122 |
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Označite | Izvleček: | The present Thesis is about a study focused on: HOW EDUCATIONAL MULTIMEDIA IS A SUPPORT RESOURCE ON THE TEACHING-LEARNING PROCESS FOR STUDENTS BELONGING TO EIGHTH, NINTH AND TENTH YEAR OF BASIC EDUCATION OF SECONDARY SCHOOL “UNE” CHICAÑA, YANTZAZA CANTON, PROVINCE OF ZAMORA CHINCHIPE. PERIOD 2014-2015. As a general objective, it was proposed to know institutional educative reality, with the purpose of developing a multimedia educational tool to support the teaching-learning process on the eighth, ninth and tenth year subjects of basic education of secondary school “Unión Nacional de Educadores” of Parroquia Chicaña, Yantzaza canton, province of Zamora Chinchipe. The methods utilized on the investigation were: scientific method, inductive- deductive method, Analytic method and Statistic method. The investigation technique employed was the survey. The study was based on surveys conducted during the investigation period with representative sample of students in grades from eighth to tenth from Basic education School “Union Nacional de Educadores” in order to determine their necessities to improve the teaching- learning process. The survey form used is attached to the present investigation. Among the students of eighth, ninth and tenth year, the 96 percent agreed that a multimedia program would improve their learning, whereas a 4 percent disagreed. The 89 percent affirmed that the classes they usually receive are not interactive, whereas an 11 percent stated in a positive way. |
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