Impact of active strategies on the teaching-learning process: Case study

The implementation of an active learning strategy supported by simulation for learning is considered a fundamental task within the educational task. In this sense, this research has the purpose of determining the impact of virtual simulators on the teaching-learning process. For this purpose, a quantitative approach was given, using a quasi-experimental methodological design, where with a first group (Control) a demonstration class was carried out without the help of virtual simulators. With a second group (Experimental), a demonstration class was held using this type of tools. The results showed that, at the level of the participating high school students, the use of virtual simulators motivates them and facilitates learning. On the contrary, the development of the traditional class demotivated and did not generate interest in the participating students. At the level of conclusions, the use of virtual simulators has a positive impact on learning; it is proven that virtual simulators provide practically useful content in the educational field

The bachelor's degree in science and its admission to higher education in Ecuador

This research is carried out to evaluate the preparation of the bachelor's degree in science in relation to its admission to higher education in Ecuador. The research has a mixed approach, the methodology includes descriptive analysis and correlations using SPSS software. The result was a low-moderate positive Pearson correlation of 0.272 between the two variables with a confidence level (bilateral significance) of 0.003. 64% of respondents indicated they had successfully entered higher education while 36% indicated they had not; Furthermore, the discrepancy between the perceptions of students and teachers are the most important findings, this suggests the curricular review of the baccalaureate in science to guarantee its alignment with the demands of higher education in Ecuador

Leadership in teaching management in educational units: Case study

The objective of the research called Leadership in the Management of Teaching in Educational Units was to evaluate leadership in the management of teaching through the NeuroView method in Educational Units in the province of Manabí. The research adopted a quantitative, qualitative and descriptive approach with the purpose of generating information based on the results obtained. The information obtained compared the perception of the Rector/teachers / other evaluators regarding eight factors proposed by the NeuroView method. The purpose was to test the following hypotheses: Therefore, the hypothesis is tested: Ha = There are important differences between institutions that show institutional leadership in the management of teaching and those that do not show institutional leadership

Disruptive behaviors and its impact on meaningful learning in BGU students

The research called Disruptive Behaviors and their impact on meaningful learning in BGU students. Its objective was to identify disruptive behaviors and their impact on meaningful learning in BGU students from the “Raymundo Aveiga” Educational Unit. For this purpose, the research had a qualitative, quantitative and descriptive approach with the purpose of generating information based on the results obtained during the implementation of the EFECO questionnaire to the students. This questionnaire was made up of 67 items that allowed the evaluation of executive functions such as: emotional control, monitoring, organization of materials, initiative, and working memory. The sample consisted of 40 BGU students from this institution. Some results indicate that, when comparing the knowledge of the electric field, the results obtained at the post-test level show the same trend, that is, an average of 5.25 students was obtained for the first group and an average of 5.45 for the second group. Finally, the alternative hypothesis is accepted Ha = There are significant learning differences between the group that shows disruptive behaviors and the students who do not show disruptive behaviors