Estrategias lúdicas para potenciar la escritura en estudiantes de la escuela de educación básica 18 de octubre, Cantón Quevedo
The research addressed the problems of writing difficulties, such as lack of motivation, poor fluency, and poor written thought structure, allowing for the analysis of the impact of playful strategies on the writing development of students at the 18 de Octubre Basic Education School Quevedo Canton....
Αποθηκεύτηκε σε:
| Κύριος συγγραφέας: | |
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| Μορφή: | bachelorThesis |
| Γλώσσα: | spa |
| Έκδοση: |
2025
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| Θέματα: | |
| Διαθέσιμο Online: | https://repositorio.uteq.edu.ec/handle/43000/8377 |
| Ετικέτες: |
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Προσθήκη ετικέτας | Περίληψη: | The research addressed the problems of writing difficulties, such as lack of motivation, poor fluency, and poor written thought structure, allowing for the analysis of the impact of playful strategies on the writing development of students at the 18 de Octubre Basic Education School Quevedo Canton. The general objective was to determine effective strategies to strengthen this process, considering writing as a fundamental skill in basic education. The methodology adopted a quantitative approach with a descriptive and explanatory non- experimental design, which allowed for the analysis of educational reality without manipulating variables. The survey was administered to 33 teachers at the institution to evaluate their perception of the effectiveness of playful strategies in learning to write. The results showed that the implementation of playful strategies significantly improves students' motivation, attention, and creativity. The positive impact of implementing games on the learning process was also observed. However, limitations were identified, such as limited parental involvement in the educational process, a lack of adequate teaching materials, and the persistence of traditional methodologies based on rote repetition. Based on these findings, a methodological guide for teachers was proposed to reinforce the use of playful strategies in the classroom. It was concluded that, although teachers recognized the importance of these strategies, their application was still limited. It was determined that student motivation and access to resources directly influenced the acquisition of writing skills. The ongoing integration of playful methodologies into the curriculum was recommended to foster more dynamic, participatory, and meaningful learning. |
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