Gamificación y rendimiento académico en Química en estudiantes de primero de Bachillerato General Unificado en la Unidad Educativa "Padre Jorge Abiatar Quevedo

In today's education, the amalgam of innovative approaches and effective pedagogical strategies play an essential role in promoting meaningful learning and optimal academic performance. Among these strategies that have captured the attention of both educators and researchers is gamification, an approach that incorporates elements and playful dynamics typical of games to enrich the learning experience. Within this framework, emerges the study "Gamification and Academic Performance in the Field of Chemistry in First Year Students of Unified General Baccalaureate," conducted in the Unidad Educativa "Padre Jorge Abiatar Quevedo Figueroa" in the canton Gonzanamá-Loja, Ecuador. The central purpose of this inquiry is to discern the correlation between the frequency of use of gamification and academic performance in the subject of chemistry. The research approach was quantitative, non-experimental and correlational. A design of statistical analysis was applied to evaluate the relationship between gamification and performance in chemistry. The methodology was based on a deductive approach, combining previous theory with current discoveries to generate verifiable hypotheses. The study population included the 26 students of the First Year of the Unified General Baccalaureate in the educational institution, without the need for sample selection as the population and sample were identical. The methodological process involved the collection of data about the implementation of gamification and academic performance in chemistry, through surveys and qualifications. Results indicated a positive impact of gamification on performance, evidenced by a noticeable increase in average grades from 7.83 to 9.1. A clear relationship was observed between the frequent implementation of gamification and the improvement of academic performance. Most teachers highlighted an increase in the motivation and participation of students thanks to the playful strategy and rewards. However, challenges such as the lack of technological resources were identified. Ultimately, gamification proved to be an effective methodology to raise academic performance in chemistry. The results of this study provide valuable information on the relationship between gamification and academic performance, with potential to guide future research and educational practices.

• Главный автор: Márquez Barrera, Mercy Karina (author)
• Формат: masterThesis
• Язык: spa
• Опубликовано: 2023
• Предметы: RENDIMIENTO ACADÉMICO; QUÍMICA; GAMIFICACIÓN; ESTRATEGIAS PEDAGÓGICAS
• Online-ссылка: https://dspace.unl.edu.ec/jspui/handle/123456789/27855