Influencia de las tareas escolares en el bienestar emocional de los estudiantes de séptimo año en la escuela de educación básica el Vergel, en el periodo escolar 2024-2025.
This research addresses homework as a highly relevant pedagogical element in the teaching- learning process; however, when assigned excessively or inadequately designed, it can significantly affect students' emotional well-being. This study analyzed the influence of homework on the emotional we...
Saved in:
| Hovedforfatter: | |
|---|---|
| Format: | bachelorThesis |
| Sprog: | spa |
| Udgivet: |
2025
|
| Fag: | |
| Online adgang: | https://repositorio.uteq.edu.ec/handle/43000/9074 |
| Tags: |
Tilføj Tag
Ingen Tags, Vær først til at tagge denne postø!
|
Tilføj Tag | Summary: | This research addresses homework as a highly relevant pedagogical element in the teaching- learning process; however, when assigned excessively or inadequately designed, it can significantly affect students' emotional well-being. This study analyzed the influence of homework on the emotional well-being of seventh-grade students at "El Vergel" Elementary School during the 2024-2025 academic year. A qualitative approach with a phenomenological design was used, which allowed for an understanding of experiences and perceptions from an interpretive perspective. The key informants were two teachers who teach at the indicated level, selected for their direct involvement in school dynamics. The instruments applied were a non-participatory observation guide, used to record classroom dynamics, and semi-structured interviews, which provided detailed information on the students' emotional state in relation to the assigned homework. Among the main results, it was evident that the assignments present weaknesses in the clarity of instructions, relevance of content, teacher feedback, and cognitive load management, generating reactions of frustration, discouragement, blockage, low participation, and stress. However, when playful elements, balanced timing, and a collaborative approach are integrated, motivation, commitment, and a sense of belonging within the student group are strengthened. In conclusion, the design of school assignments remains anchored to traditionalist methods, making it essential to redesign them through the implementation of innovative teaching strategies that balance academic learning with students' emotional well-being. |
|---|