Educación progresista y su impacto en el desarrollo de habilidades socioemocionales en los estudiantes del 8vo EGB de la UE Guillermo Baquerizo Jiménez del Cantón Babahoyo
The research analyzed the impact of progressive education on the development of socio-emotional skills. The background includes relevant studies such as that of Figueroa and Zambrano (2023), which demonstrated a 45% increase in emotional self-regulation and assertive communication skills, and Parede...
Αποθηκεύτηκε σε:
| Κύριος συγγραφέας: | |
|---|---|
| Άλλοι συγγραφείς: | |
| Μορφή: | bachelorThesis |
| Έκδοση: |
2025
|
| Θέματα: | |
| Διαθέσιμο Online: | http://dspace.utb.edu.ec/handle/49000/18294 |
| Ετικέτες: |
Προσθήκη ετικέτας
Δεν υπάρχουν, Καταχωρήστε ετικέτα πρώτοι!
|
Προσθήκη ετικέτας | Περίληψη: | The research analyzed the impact of progressive education on the development of socio-emotional skills. The background includes relevant studies such as that of Figueroa and Zambrano (2023), which demonstrated a 45% increase in emotional self-regulation and assertive communication skills, and Paredes et al. (2022), which found a significant positive correlation (r=0.76) between progressive methods and the development of socio-emotional competencies. The problem identified is the need to strengthen socio-emotional skills at the Guillermo Baquerizo Jiménez Educational Unit, where DECE records indicate significant challenges: 40% of cases with difficulties in conflict resolution, 35% with social adaptation problems, and 30% with difficulties in emotional expression. The main objective is to determine the impact of progressive education on the development of socio-emotional skills in 8th grade EGB students during the period 2024-2025. The research uses a mixed approach, combining quantitative and qualitative methods. The population comprises 39 students and 3 teachers from eighth grade, working with the entire population because it is manageable. Collection techniques include student surveys and semi-structured interviews with teachers. The anticipated results suggest a significant improvement in the development of socio-emotional skills through the implementation of progressive strategies, including better emotional self-regulation, greater teamwork capacity, and better communication skills. In conclusion, it is expected that progressive education will prove to be an effective approach for the comprehensive development of socio-emotional competencies in basic education students. This research will contribute to the educational field by providing empirical evidence on the effectiveness of progressive approaches in the Ecuadorian educational context. |
|---|