Examinando por Autor "Quipas Belliza, Mariella Margot"

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Acceso abierto
Efectividad del programa de robótica “stem” en el aprendizaje del área de matemática en estudiantes de grado séptimo en la Institución Educativa Policarpa Salavarrieta, Girardot, Colombia, 2016
(Universidad Privada Norbert Wiener, 2018-04-18) Flores Salcedo, Adriana Patricia; Quipas Belliza, Mariella Margot
This document is the result of the research project: EFFECTIVENESS OF THE "STEM" ROBOTICS PROGRAM IN THE LEARNING OF THE MATHEMATICAL AREA IN SEVENTH-GRADUATE STUDENTS IN THE POLICARPA SALAVARRIETA EDUCATIONAL INSTITUTION, where the students showed their previous knowledge in subjects such as English, natural sciences, physics, mathematics and technology, manipulating the robot, elaborating mathematical calculations and consequently programming from it, this to strengthen their knowledge and see a practical use of learning. The methodology used allowed the comparison of the variables under study. This relationship allows explaining the effects that can affect the learning of mathematics through the use of tools such as robotics. From a population of 40 students, a non-probabilistic sample was taken, for the convenience of 16 students, of which 8 were submitted (Experimental Group) to the application of the robotic intervention program and the other 8 were not submitted (Control Group). Subsequently, both groups were tested for the effectiveness of the STEM robotics program. From the process it was possible to confirm the effectiveness of the application of the STEM robotics program, in seventh grade students of secondary school of the Policarpa Salavarrieta Educational Institution, 2016, of the municipality of Girardot, Cundinamarca, Colombia, as a mechanism for the learning of the maths. In the same way, the null hypothesis was verified, which has been accepted, which evidenced that there is no significant difference in the learning of mathematics once the STEM robotics intervention program has been developed. Finally, it is concluded that taking into account that the level of complexity of teaching mathematics in seventh grade for the development of the intervention program in robotics, is more advanced in relation to the curriculum contained in the PEI (Educational Institutional Plan) of the institution and although the thematic contents in this course are related to the competences demanded by the Ministry of Education, the level of deepening is greater and generally, it costs the students to completely assimilate said concepts. However, they are basic knowledge required to achieve the objective of the program and this requires an additional effort for the participants in the intervention program.
Acceso abierto
Formación extracurricular en valores en la expectativa de autoeficacia de estudiantes del cuarto al décimo nivel de educación general básica de una escuela fiscal en Quito – Ecuador, 2014- 2015
(Universidad Privada Norbert Wiener, 2017-06-16) Raza Carrillo, Diego Fabián; Quipas Belliza, Mariella Margot
This study examines the impact of extracurricular formation in ethics and moral values in the self-efficacy of kids from a public school in Quito during the 2014 – 2015 term. To do that we conducted an explanatory study with an ex post facto non experimental design. We applied the Carrasco and Del Barrio (2002) selfefficacy scale modified for Ecuador; its validity was calculated as V>0,80 in every item and its fiability was verified with a Cronbach’s Alpha coefficient of 0,742. The instrument was applied to 25 kids that attend to the extracurricular formation in ethics and moral values, and was applied as well to 110 kid that don’t benefit from this stimulus. From there, we compared the scores obtained in the two groups regarding their general, academic, social, and self-regulatory self-efficacy, in order to determine if there’s such a significative statistic difference between the two groups using the Student t test and Mann Whitney test. The results show that kids attending extracurricular formation in ethics and moral values had better levels of general, academic, social, and auto-regulatory selfefficacy, showing significative statistic difference with those that didn’t benefit from that stimulus. Therefore, we concluded affirming that is necessary to promote this kind of experiences in kids.
Acceso abierto
Uso de las TIC y comprensión lectora de los estudiantes de tercer grado de primaria. I.E. Fabio Riveros – Villanueva. Colombia, año 2016
(Universidad Privada Norbert Wiener, 2017-10-19) Orduz Torres, María Nicasia; Quipas Belliza, Mariella Margot
What to do pedagogically in the classroom leads us to reflect on the technological and pedagogical changes that the world of today offers and those we as teachers have to access to succeed in the work. From that questioning and with the help of the points of view of other researchers studied for the realization of the theoretical framework, the general objective was to determine the relationship between the use of ICT and the reading comprehension of third grade students. Primary school Fabio Riveros - Villanueva. Colombia, year 2016; whose type of research was basic, descriptive and correlational level, non-experimental design; study carried out considering the type of simple random sampling in a population of 103 students and a sample of 35 students. Two self-created questionnaires were applied, whose level of reliability according to the application of the Cronbach's alpha was 0.884 (instrument of variable 1) and 0.887 (instrument of variable 2). As part of the descriptive results, it was found that 70.9% of students consider that their level of use of ICT during school hours is low; and that 84.5% of students consider that their level of reading comprehension is low. The inferential results showed that there is a significant relationship (value r = 0.548 and p = 0.000) between the use of ICT and the reading comprehension of the students; similarly, it was found that there is a relationship between the use of ICT and each of the dimensions of the reading comprehension variable (literal, inferential, critical and re organizational comprehension).