Sinergias educativas

Emotional education in the learning process of seventh-grade students in basic education in the year 2025

Jazmine Cedeño Requené — 2025-10-08

Research explored the issue of poor attention paid to emotional skills in students, a problem that harms their academic achievements. The main objective was to elaborate a methodological plan that would promote the development of emotional skills in seventh grade students of the Sacred Heart Fotomisional Educational Unit. 35 students selected intentionally participated in the sample, a process carried out using non -probabilistic sampling. This study was mixed, I use a non -experimental and descriptive approach. Among the techniques that were used, direct observation and survey implementation were included and as a main tool the emotional well -being scale (SWLS) was used. The results revealed weak points in emotional skills, highlighting self -regulation and subjective well -being.

Impact of school climate on the academic performance of 7th grade students at Jacinto Collahuazo High School

Wilson Alfredo Chiliquinga Ramírez — 2025-10-08

This study focuses on the relationship between the variables of school climate and academic performance among seventh-grade students at the Jacinto Collahuazo Educational Unit. The central objective of this research was to evaluate each of the students' perceptions of school climate and thereby identify their possible relationship with the grades obtained over a given period. The research was quantitative and descriptive-correlational, considering a sample of 52 students who were administered a 35-item questionnaire, which was validated through exploratory factor analysis. The results show an overall positive perception of school climate, especially in group C, and a significant correlation between each of the dimensions assessed and academic performance.

Influence of Educaplay on the construction of meaningful learning in the area of language and literature among 7th grade students at the Abdón Calderón educational unit, Quito 2025

Betty Soledad Morocho Camacho — 2025-10-08

This study addresses the problem that arises when there is limited use of technological tools in classrooms, which negatively impacts students' motivation and development of writing and reading comprehension skills. The objective was to analyze the impact of the Educaplay platform on the academic performance of 7th-grade students at the "Abdón Calderón" Educational Unit in Quito, in the area of Language and Literature. The methodology was quasi-experimental with a pretest-posttest design focused on a single group. The nonparametric Wilcoxon test was also used, which determined significant differences between the pretest and posttest. Furthermore, students expressed positive perceptions regarding the use of Educaplay to facilitate their understanding of topics and improve their interest in reading and writing. In conclusion, it was demonstrated that the use of Educaplay has a positive effect on the teaching-learning process, thus promoting a much more interactive and effective pedagogical approach.

Promoting Healthy School Coexistence to Learn to Live Together

Carlos Julio Beltrán De la Hoz — 2025-10-08

This research project focused on designing and implementing a didactic pedagogical strategy to promote school coexistence, inclusion, and student motivation, addressing the research question: How can a pedagogical tool be developed and implemented to promote healthy school coexistence and include all students at the 23 de Abril Educational Site in the municipality of Chibolo, Magdalena? It was a mixed-methods study with a case study design, divided into five phases: theoretical review, design of the didactic pedagogical strategy, implementation, evaluation, and analysis of results. The educational site had a population of 292 primary school students, who comprised the study group, with the sample consisting of students from 4th, grade. The most relevant findings indicated that a lack of effective communication and inadequate support were the main causes of non-prosocial behaviors, which negatively affected the school climate and academic performance. However, the implementation of the pedagogical strategy significantly improved school coexistence and student motivation. Among the most notable results were an increase in effective communication between students and teachers, greater active participation in academic activities, and an overall improvement in the school climate. Finally, the research contributed to the literature on school coexistence and motivation, and offered practical recommendations for educators and education policymakers.

Dysphasia: a determining factor in oral communication

Josè Luis Alava Mieles — 2025-10-08

Dysphemia in oral communication is based on the analysis of the application of techniques and strategies as a teaching guide to improve the communication process in students suffering from this speech disorder at the Educational Unit in the city of Guayaquil, during the 2022-2023 period. Supported by a qualitative, descriptive approach. An interview was conducted with the vice-principal of the institution, and two different surveys were administered to twenty-two students and three teachers from the same institution, justifying that students do not have a basic understanding of stuttering in oral communication and how it affects the individual's social environment, given that teachers do not have adequate guidance applied in teaching strategies. Therefore, the teaching guide is implemented to help teachers provide beneficial instruction for the development of students' skills in their active learning process.

Gamification in Natural Science Learning Among High School Students

Maricela María Daza Mejía — 2025-10-08

In the contemporary educational context, gamification emerges as a transformative pedagogical strategy for the teaching of Natural Sciences at the high school level, addressing traditional challenges such as lack of motivation, conceptual abstraction, and the theory–practice gap. This article analyzes its implementation from an interdisciplinary perspective, integrating the principles of active pedagogy, meaningful learning theories, and constructivism with digital tools and playful dynamics. The review shows that gamification requires a structured implementation in three phases: (1) selection of games aligned with the curriculum, (2) pedagogical integration into instructional sequences, and (3) teacher training in gamified design. Cited studies demonstrate its positive impact on academic performance, collaboration, and classroom climate, reframing error as an opportunity for learning. Nevertheless, the need for continuous teacher training and for adapting strategies to specific educational contexts is emphasized, in order to avoid superficial approaches.

Gamificación en matemáticas: Los códigos del Calamar como propuesta lúdica para potenciar el aprendizaje y la motivación

Jorge Luis Mejía Quiñonez — 2025-10-08

Esta investigación exploró el impacto de una estrategia de gamificación inspirada en la narrativa de El Juego del Calamar para potenciar el proceso de enseñanza-aprendizaje de las matemáticas en 55 estudiantes de secundaria. Se empleó un diseño cuasiexperimental para evaluar cómo esta metodología lúdica influía en el rendimiento académico, el nivel de motivación y la participación activa de los alumnos. Esta evidencia no solo apunta a un avance en la retención de saberes, sino también en la percepción general de las matemáticas. En consecuencia, la gamificación se erige como una respuesta pedagógica eficiente para superar las dificultades inherentes y sistémicas en la enseñanza de esta disciplina. Se discuten implicaciones, limitaciones y recomendaciones para futuras intervenciones educativas que promuevan un aprendizaje dinámico, contextualizado y motivador.

The institutional curriculum project As an alternative for improving education

Darío Cuicapuza Salazar — 2025-10-17

The purpose of this article is to highlight the impact of the Institutional Curriculum Project (PCI) as an alternative for improving educational quality in regular basic education institutions. Research was conducted using a quantitative exploratory-descriptive approach, applying Cronbach's alpha and Kolmogorov-Smirnov reliability scales to 30 teachers from five educational institutions in the Tayacaja-Huancavelica Local Education Management Unit (UGEL). The results of the survey and analysis have determined that PCI planning is in "process"; this assessment differs from the teacher self-assessment, where the variability ranges from "absent" to "achieved." According to the evidence recorded on the PCI planning process, the vast majority of educational institutions in rural areas face difficulties in the construction and development of the PCI. Having this management tool is relevant and a fundamental pillar of the current educational proposal as a fundamental element for strengthening institutional pedagogical management.

AI literacy: teaching students about AI and its ethical implications on academic writing in a second language

Michelle Cervantes Figuero — 2025-10-20

The following research work focused on the examination of Artificial Intelligence use in the academic work of students learning Language and Literature in a second language context. In this quasi-experimental design, 59 students from the ANAN Bilingual School of 10 and 12 grades were tested for the levels of their comprehension and ethical application of AI tools across three phases: pre-intervention, AI Literacy Intervention, and post-interventional reflection. The intervention included workshops on prompt engineering, ethics of using AI, and responsible integration of AI tools into academic writing. The data from the surveys, discussions, and practical assignments showed that students had differentiated opinions on the role of AI in doing academic work.