Propuesta de intervención psicopedagógica para el fortalecimiento de las habilidades cognitivas en estudiantes de 1ro de bachillerato.
The main objective of this research was to design and validate a psycho-pedagogical intervention proposal aimed at strengthening cognitive skills in first-year high school students at the “Los Guayacanes” Educational Unit. The study was conducted using a mixed methodological approach, combining quan...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | bachelorThesis |
| Sprache: | spa |
| Veröffentlicht: |
2025
|
| Schlagworte: | |
| Online Zugang: | https://repositorio.uteq.edu.ec/handle/43000/9092 |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Tag hinzufügen | Zusammenfassung: | The main objective of this research was to design and validate a psycho-pedagogical intervention proposal aimed at strengthening cognitive skills in first-year high school students at the “Los Guayacanes” Educational Unit. The study was conducted using a mixed methodological approach, combining quantitative and qualitative techniques, and was based on the socio-critical paradigm. For the initial diagnosis, specialized questionnaires were administered to a sample of 148 students, supplemented by semi-structured interviews with eight teachers from the same educational level. The results showed uneven development in the cognitive skills evaluated: while 65.54% of students scored at an average level of critical thinking, only 23.65% achieved a high level in this competency. Likewise, it was found that only 8.11% of participants achieved a high level of creative thinking. In contrast, decision-making showed more favorable performance, with 54.05% of students at a high level. The teachers interviewed confirmed these trends and highlighted the influence of pedagogical and contextual factors on cognitive development. Based on this diagnosis, an intervention proposal was designed, structured around 12 activities, based on the theoretical contributions of Piaget, Vygotsky, and Goleman, and aligned with the socio-emotional education guidelines of the Ecuadorian Ministry of Education. Validation by expert judgment yielded 100% acceptance in terms of clarity and relevance, confirming the feasibility and relevance of the proposal for implementation in the educational context studied. |
|---|