Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction. At present, education has been forced to take a 360-degree turn, because thanks to the pandemic caused by the COVID-19 virus, since March 16, 2020, face-to-face education was forced to transform into virtual education. With this, the social relationships that were consolidated through education were also affected, so that the students had to create new skills to socialize. Target. Identify the influence of virtual education on the social skills of university students at the Technical University of Ambato. Methodology. Through descriptive research with a mixed approach carried out on 105 students from the Technical University of Ambato, who responded to a test on social skills and a survey on virtual education. Results. A Spearman correlation of 0.757 was obtained between the variable of social skills and virtual education. Conclusion. The students to whom the two surveys were applied show that virtual education has significantly affected their social skills, which is a point to be addressed by higher education institutions together with teachers and students, creating methods or strategies that encourage social skills in virtual education.

Introduction. During the pandemic, we witnessed events never seen before, one of the most outstanding was in the context of education with the transfer of the teaching and learning process to virtual environments. The teaching of literacy is also part of this, so it is important to analyze how this process was carried out during the health emergency, Objective. To analyze the impact of virtual teaching on literacy learning Methodology. The research is descriptive, with a mixed approach since it seeks to analyze and describe the relationship between virtual teaching and learning to read and write, and a bibliographic and field modality was applied since the information was collected from primary sources. Results. The results reflect that an adequate or inadequate use of technological tools for teaching literacy has a strong relationship with the learning of reading and writing skills in children between 6 and 8 years of age Conclusion. The application of methodological strategies adapted to the new study modality has a significant impact on the results of literacy learning in children between 6 and 8 years of age.

Education has undergone important changes, even more since the end of 2019 when a global pandemic begins that undoubtedly affects the teaching and learning of the English language in Ecuador, the primary objective of this research was to determine the influence of neurolinguistics programming on development of Productive skills in times of pandemic, given that students cannot express themselves correctly orally and in writing in their usual virtual classes today, using incorrect phrases with little use of vocabulary and without understanding, which shows low self-esteem and interest in learning English. Shame and fear of making a mistake without understanding on the part of the teacher and classmates are other important aspects when making a comment or starting a dialogue. In this context, it was proposed to carry out the present experimentation with 30 students. For this study, a single group design was adopted before and after the test using a quantitative methodology carried out in the era of the pandemic. The problems of the students in the development of productive skills were evaluated using the SPSS statistical program, applying the Student's T or Statistical related tests. Based on the results of the pre-test, neurolinguistic strategies (anchoring, creating a relationship, mirroring, maintaining flow) were applied for 4 weeks in face-to-face and virtual English classes due to the covid 19 pandemic. At the end of the experimentation , a post-test, and the results of the study revealed that the students, through neurolinguistic programming, presented significant improvements in the productive skills of the English language, highlighting that the use of the aforementioned strategies positively helps the Acquisition of a second language, especially in the way they express themselves in English, giving them greater freedom and confidence when issuing an oral and written comment in a second language

COVID-19 has affected most of the world's industries, mainly education, being the only one that has been completely transferred to online mode in most countries in the world. Online learning was the best solution for continuing education during the pandemic, especially in higher education. This study aims to determine the impact on English language learning and the use and application of digital tools due to the COVID-19 pandemic. The contribution of this study is to evaluate the new experiences of students in online education and to evaluate the feasibility of virtual learning methods. This is achieved by analyzing the responses of 1,768 students based on the surveys conducted. A descriptive statistical method was used to test the validation of the study. I know that the main issues influencing and impacting learning English as a foreign language online during COVID-19 are related to technical, academic and communication challenges. The study results show that most English as foreign language learners are dissatisfied with continuous online learning as they would not be able to meet the expected progress in language learning performance, in addition to lack of training and updating of knowledge by teachers.

In higher education there are always conditions and factors that condition academic performance and therefore hinder student learning, one of them is the poor development of cognitive functions. Cognitive functioning undergoes important changes in athletic university students. The University should not be limited only to scientific and technical education; If not, it must go further, seek the cognitive, personal, and integral development of the young student's person. The objective of this study is to analyze the relationship between cognitive functions and the academic performance of students at the Technical University of Ambato. Methodology. A qualitative and quantitative mixed approach is applied. The research modality is field and bibliographic because the information was collected from primary sources. It is also descriptive, correlational, longitudinal, with a non-experimental and cross-sectional design. Results. Among the cognitive functions affected in university students, attention, working memory and executive functions constitute an essential factor that influences different cognitive elements within academic skills, study habits and therefore academic performance. In the evaluation of cognitive functions, it is found that 75.68% of the people evaluated have "normal" attention and executive functions; however, globally, it is found that 23.42% present a slight alteration. Conclusion. In the correlational analysis with Kendall's Tau-b coefficient, it is found that there is a mean and inverse correlation between cognitive functions and academic performance, that is, while there is more alteration in memory, attention and executive functions, lower academic performance in the college students. It is necessary to implement and apply adequate methods in virtual classes, for better academic performance in students.

In school initiation ages regardless of sex, cognitive development does not limit the level of basic motor skills such as a sense of balance, locomotion, and manipulation. Objective: In this research work, the relationship between the level of cognitive development and the level of basic motor skills in schoolchildren of the Oxford Educational Unit of the city of Ambato, during the period April-August 2021, was analyzed. Methodology: It is a quantitative, non-experimental investigation of correlational scope with a hypothetical-deductive method of investigation. For data collection, two instruments were used that made it possible to measure each of the variables in a study sample of 18 schoolchildren belonging to the Educational Unit of the city of Ambato. Results: The research results were verified through the Chi-square test with bilateral asymptotic differentiation at a level of P≥ 0.05, resulting in a non-significant statistical value at the level of relationship between the variables studied. Conclusion: It is concluded that the level of cognitive development in these ages regardless of the school's gender is not related to the level of basic motor skills.

Academic inequalities have been a topic of much controversy during the covid-19 and post covid-19 pandemic worldwide; being a negative factor for children and adolescents whose parents have not acquired all their academic training. One of the types of educational inequalities is the communication that parents maintain with their children because this has been affected by being immersed in an environment of stress, anxiety, impatience, low tolerance which prevents them from maintaining an open, assertive, and affective communication, this also affects the educational environment.

Introduction: The Covid-19 pandemic forced the educational system to adapt the teaching-learning process to a virtual-telematic modality, not being the training of university students in Pedagogy of Physical Activity, which despite the characteristics of high practical level had to enter a state of physical inactivity that altered their metabolic profiles. Objective: To determine the metabolic profile of the students in formation of the Pedagogy of Physical Activity career and to establish the recommendations of adequate physical training, both in percentage of its components, as well as the type of adequate exercises. Methodology: A study of quantitative research approach, through a non-experimental type of research by descriptive scope and cross-sectional cut, developed in a sample of 460 students of both sexes and from different semesters of training of the career, evaluating their metabolic profile with the help of the MetaV technological platform supported by a statistical analysis with the SPSS version 25 package. Results: Input data, percentages of body fat, muscle mass, residual mass and others were obtained, as well as distribution data by levels of metabolic risk parameters and physical training recommendations by profiles. Conclusion: The research allowed determining that the highest percentages of students by sex groups were in the advanced level by physical training and in athletic, sports and elite entry levels, for which physical training recommendations were proposed by the MetaV system, in addition to physical exercises designed based on the kinematic chains and the biomechanical characteristics of their execution.

Introducción. Este trabajo de investigación implementó estrategias andragógicas para el aprendizaje del inglés en docentes de la Unidad Educativa “El Oro” de la ciudad de Ambato. Objetivo. Promover el aprendizaje del idioma inglés mediante el uso de estrategias andragógicas efectivas. Metodología. En esta investigación cuasiexperimental, la misma se ejecutó con la participación de 30 docentes (adultos) de diferentes áreas, quienes estaban automotivados para aprender y ayudarse mutuamente con el fin de actualizar su conocimiento del inglés. Se trabajó con dos grupos de la población objeto de estudio. Ambos grupos conformados por 15 docentes. El grupo experimental fue tratado con una propuesta de intervención que contenía estrategias andragógicas, tales como: la discusión, análisis, elaboración de proyecto, simulación, demostraciones y resolución de problemas; las que tenían una serie de tareas con enfoque comunicativo a través de la Plataforma Zoom a causa de la pandemia COVID-19. En cambio, el grupo control trabajó con actividades en línea quienes tenían documentos para llenar ejercicios gramaticales. Resultados. Ambos grupos respondieron a dos exámenes: el primero fue el pretest, antes de la intervención y el segundo o post-test después de la misma. Las medias de los dos exámenes fueron comparadas en el pretest y se evidenció que los dos grupos tenían un nivel bajo de inglés. En cambio, en el post-test, las medias de los dos grupos presentaron una notable diferencia por cuanto el grupo experimental, demostró una mejora considerable. Conclusión. Determina que las estrategias andragógicas ayudaron a los docentes a mejorar su aprendizaje del inglés. Se concluye que es de suma importancia la aplicación de estrategias andragógicas para mejorar su calidad profesional.

Introducción. El idioma inglés es considerado uno de los idiomas más hablados en todo el mundo. Docentes del idioma inglés debe afrontar el reto de lograr un aprendizaje significativo y para conseguirlo es esencial utilizar algunas estrategias que faciliten el proceso de aprendizaje. A la hora de enseñar una de las cuatro habilidades lingüísticas como es la lectura, hay una gran cantidad de estrategias a aplicar en función del objetivo del lector. Uno de los más útiles es la estrategia de inferir el significado. Objetivo. El objetivo de esta investigación es analizar la eficacia de esta estrategia en el desarrollo de la comprensión lectora en 28 estudiantes del 5º semestre de PINE (Pedagogía de los Idiomas Nacionales y Extranjeros) de la Universidad Técnica de Ambato. Metodología. En un principio fue necesario aplicar una prueba de diagnóstico para comprobar los conocimientos previos de los estudiantes. Para ello se utilizó la segunda y cuarta parte de la sección de lectura del Preliminary English Test (PET). Los estudiantes tuvieron la oportunidad de practicar la estrategia durante un mes. Durante este período de tiempo, tuvieron que completar algunas actividades de comprensión relacionadas con los textos leídos. Finalmente, el grupo experimental realizó una evaluación de PET para evaluar la efectividad de la estrategia. Resultados. Los resultados obtenidos se analizaron mediante la prueba T de student a través de la cual se evidenció que la Estrategia de Inferir Significado contribuye al desarrollo y mejoramiento de la comprensión lectora.