Journal articles: 'Ecuadorian students'

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Burgin, Ximena, and Mayra Daniel. "Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism." Intercultural Education 31, no. 4 (July 3, 2020): 482–88. http://dx.doi.org/10.1080/14675986.2020.1766197.

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Cifuentes-Rojas, Mary T., Rosa M. Contreras-Jordan, and Gabriela K. Almache-Granda. "Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador." Polo del Conocimiento 3, no. 10 (October 5, 2019): 601. http://dx.doi.org/10.23857/pc.v3i10.854.

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<p style="text-align: justify;">Cooperative learning is a highly motivating strategy to achieve the learning of another language. Under this notion, this article is presented whose objective is to propose cooperative learning activities for teachers working in the Ecuadorian Public Schools in order to motivate students to learn English. For this, a mixed qualitative-quantitative approach was used. The population was constituted by the students of the eighth year of basic education of the Ecuadorian public schools of the province of Tungurahua and whose sample was of 32 students and 3 English teachers. The applied instrument was a survey of 10 questions, whose alternatives of answers were Yes / No and multiple choice, the analysis of the obtained information allowed to conclude that the English teachers of the Ecuadorian Public Schools investigated did not apply cooperative learning activities in their classes They preferred individual work to facilitate evaluation and make individual comments on the structure of grammar and the use of vocabulary.</p>

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Torres, Claudia, Patricia Otero, Byron Bustamante, Vanessa Blanco, Olga Díaz, and Fernando Vázquez. "Mental Health Problems and Related Factors in Ecuadorian College Students." International Journal of Environmental Research and Public Health 14, no. 5 (May 15, 2017): 530. http://dx.doi.org/10.3390/ijerph14050530.

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De Corte, Erik. "Mathematics-related beliefs of Ecuadorian students of grades 8–10." International Journal of Educational Research 72 (2015): 1–13. http://dx.doi.org/10.1016/j.ijer.2015.03.006.

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Vélez Ruiz, Mayra Carolina, and Jardel Coutinho dos Santos. "Memes and Entomology: A didactic sequence through Ecuadorian students' perspective." Research, Society and Development 10, no. 5 (April 25, 2021): e29210515228. http://dx.doi.org/10.33448/rsd-v10i5.15228.

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This study aims at presenting memes as a teaching technique and the students' perspectives on the use of memes in education. Two groups of 35 and 31 students, ranged from 18 to 33 years old, enrolled in the entomology classes in a public university in Ecuador, participated in this project. The didactic sequence was put into practice from November 2020 to March 2021, and it was based on Marcuschi (2008). Students were asked to create a meme related to each unit of the course. To collect the data, one online questionnaire was used to get to know the participants' perspectives at the end of the semester. The results showed that the participants saw the use of memes as an untraditional type of class with positive outcomes. Also, they saw memes as a fun tool for educational purposes. So, we consider memes an essential and powerful tool for education because they permit interactivity among students, raise curiosity, foster motivation, nurture critical thinking, and help students remember the previously learned content. Considering the positive outcome of this research, we believe this study is addressed for professors of higher education in the area of Entomology who seek new methodologies to be used in class.

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Barranco-Ruiz, Yaira, Alfredo Guevara-Paz, Robinson Ramírez-Vélez, Palma Chillón, and Emilio Villa-González. "Mode of Commuting to School and Its Association with Physical Activity and Sedentary Habits in Young Ecuadorian Students." International Journal of Environmental Research and Public Health 15, no. 12 (November 30, 2018): 2704. http://dx.doi.org/10.3390/ijerph15122704.

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Active commuting to and from school (ACS) could help to increase daily physical activity levels in youth; however, this association remains unknown in Ecuadorian youth. Thus, the aims of this study were (1) to determine the patterns of commuting to and from school and (2) to analyze the associations between ACS, physical activity (PA), and sedentary habits in Ecuadorian youth. A total of 732 students (65.3% males), aged 10–18 years (children = 246, young adolescents = 310, older adolescents = 162) from the central region of Ecuador participated in this study. A self-report questionnaire, including the usual mode and frequency of commuting, distance from home to school (PACO-Questionnaire), and PA and sedentary habits (YAP-Questionnaire), was used. Most of the sample lived ≤2 km from school; however, they were mainly passive commuters (96%). The most common mode of commuting was by car (to school = 43.4%, from school = 31.6%; p < 0.001). Children presented significantly higher scores (0–4) in PA outside school and total PA compared with older adolescents (2.20 ± 0.97 vs. 1.97 ± 0.96; p = 0.013 and 2.30 ± 0.76 vs. 2.09 ± 0.74, p = 0.019, respectively), as well as the lowest scores in sedentary habits (1.51 ± 0.65, p < 0.001). PA at school and total PA were positively associated with ACS (OR 3.137; 95% CI, 1.918 to 5.131; p < 0.001, and OR 2.543; 95% CI, 1.428 to 4.527; p = 0.002, respectively). In conclusion, passive modes of transportation were the most frequently used to commute to and from school in young Ecuadorians. PA at school and total PA were positively associated with ACS. Thus, interventions at school setting could be an opportunity to improve PA levels and additionally ACS in youth from the central region of Ecuador.

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Cabezas, Christian Benjamin, Carlos Vidal Acurio, Marie-France Merlyn, Cristina Elizabeth Orbe, and Wilma Leonila Riera. "Variables affecting positive faculty-student relationships in an Ecuadorian university." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 570–82. http://dx.doi.org/10.1108/jarhe-03-2018-0041.

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Purpose The purpose of this paper is to identify the main variables that affect the establishment of a good faculty-student pedagogical relationship in representative samples from a main university in Ecuador. Design/methodology/approach In the first phase of this exploratory mixed methods study, focus groups were conducted to identify the variables of interest, and in a second phase, these variables were rated in relevance by applying the “pile-sort” method. Findings Results showed that for students, the variable that most affects the establishment of a good relationship with their faculty is the “faculty’s knowledge,” while the variable that showed the least effect is the “number of students in the classroom.” On the other hand, faculty members responded that the variables that most affect the establishment of a good pedagogical relationship are “empathy with students,” “vocation” and “faculty’s knowledge,” while they considered that the least relevant variables were “context” variables such as “the number of students in the classroom” and “the physical conditions of the classroom.” Practical implications These results provide relevant insights into the importance that students place on the theoretical resources that faculty members show as a foundation for establishing positive relationships. In the same way, the relevance that faculty members place on the elements “empathy,” “vocation” and “knowledge” as key variables needed to establish positive interactions. Originality/value Previous research had underlined the importance that positive faculty-students relationships have on achieving learning goals. However, the variables that would affect the establishment of these relationships were not clearly recognized.

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Ouyang, Yuxia, Hubert Van Hoof, Amit Sharma, Ana Cueva Navas, Mateo Estrella Duran, Gabriela Maldonado, Ximena Velez Calvo, and Julio Gavilanes Valle. "Reading Behavior and Compliance Among Ecuadorian University Students: A National Study." Journal of Hispanic Higher Education 19, no. 4 (January 24, 2019): 422–36. http://dx.doi.org/10.1177/1538192718822326.

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A study into reading behavior and reading compliance among 2,600 students in five universities in Ecuador found that their reading behavior and reading compliance were better than among students in the United States, despite the challenges that exist in Ecuadorian higher education. Suggestions for future research, in particular with regard to improving students’ time management skills as a way to enhance their reading compliance, are included.

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Alvarez-Alvarez, Mario, Ricardo de la Vega-Marcos, Ruth Jiménez-Castuera, and Marta Leyton-Román. "Psychometric Properties of the Healthy Lifestyle Questionnaire for Ecuadorian University Students (EVS-EUE)." International Journal of Environmental Research and Public Health 18, no. 3 (January 26, 2021): 1087. http://dx.doi.org/10.3390/ijerph18031087.

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University students are considered a key population in promoting and establishing healthy lifestyles that will ensure a full life for the next generations. The purpose of this study was to do a cultural and linguistic adaptation of the healthy lifestyle questionnaire for Ecuadorian university students (EVS-EUE). Two thousand, one hundred and eight (2108) students from 17 to 19 years old (27%), 20 to 24 years old (57%), and over 24 years old (16%) participated (M = 21.81 years; SD = 3.04). A confirmatory factor analysis, internal consistency analysis, and concurrent validity were conducted. The results of the EVS-EUE Questionnaire presented adequate values (χ2/d.f = 9.02, Comparative Fit Index (CFI) = 0.96, Incremental Fit Index (IFI) = 0.96, McDonald Fit Index (MFI) = 0.91, Adjusted Goodness of Fit Index (AGFI) = 0.94, Root Mean Square Error of Approximation (RMSEA) = 0.06, Standardized Root Mean Square Residual (SRMR) = 0.03). The internal consistency showed values above 0.70, and analyzed its concurrent validity, reaching adequate values. This study has provided a valid and reliable questionnaire to evaluate healthy lifestyles in the Ecuadorian population.

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Vallejo, Msc Alida, OSWALDO ZAVALA PALACIOS, CESAR NOBOA TERAN, JOSEFINA RAMIREZ AMAYA, and ANA MARIA VITERI ROJAS. "COMMUNICATION IN TIMES OF PANDEMIC, IMPACT IN ECUADORIAN EDUCATION." International Journal of Research -GRANTHAALAYAH 8, no. 9 (October 9, 2020): 345–50. http://dx.doi.org/10.29121/granthaalayah.v8.i9.2020.1586.

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Currently, the COVID 19 pandemic has changed the world and all systems of society, bringing new demands on education and care in public service entities and the work of millions of people in the world. The new digital technologies have allowed the world to function in some way in this period of time, in all areas of society. In education a constant interaction is needed, between teachers and students, during teaching - learning. However, there are factors that affect this process, including internet accessibility, digital literacy, and the economic capacity of families to acquire an electronic device. In this sense, the Ecuadorian government must take actions to guarantee that students have access to the demands of the 21st century. The objective of this article is to analyze how the population is adapting to the new educational scheme, to visualize the urgent needs and give suggestions to solve them.

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Payne, Matt William, and Juan Pablo Contreras. "Ecuadorian students’ perception on the use of translation in the EFL classroom." Studies in English Language and Education 6, no. 1 (March 9, 2019): 61–70. http://dx.doi.org/10.24815/siele.v6i1.12072.

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For over half a century, the upward trend to rather demonize the use of the first language (L1) has led to its complete disregard and interdiction by many language institutions around the world due to the ever-so-trendy idea that any use of the L1 will be seen as counter-productive and even damaging to one’s intent on the acquisition of the second language (L2) (Carreres, 2006). Therefore, the purpose of this study is to demonstrate what students believe as beneficial or unfavorable when it comes to using translation in the classroom either by the teacher, the students themselves or within the lesson in general. A total of 115 Ecuadorian students were surveyed with simple true or false statements regarding their opinion on translation. The students were arranged in two groups: A1 level and B1 level students. The answers from the survey were then averaged out in percentage form. The study suggests that there are indeed different opinions as to the use of translation in class. However, in general, it is perceived that lower-level students believe that normal use of translation in the classroom is a good method of or essential to learning, while most upper-level students prefer either solo use of the L2 or at least minimal use of the L1 in class.

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Armijos Monar, Jacqueline Guadalupe, Blanca Narcisa Fuertes Lopez, Jorge Edwin Delgado Altamirano, and Vicente Marlón Villa Villa. "University Indigenous Students’ Perceptions towards Kichwa, Spanish and English." English Language Teaching 11, no. 2 (January 20, 2018): 131. http://dx.doi.org/10.5539/elt.v11n2p131.

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Even though there has been a significant advancement in human rights, social justice and social practices around the world; some Ecuadorian indigenous students still struggle against many social and linguistic limitations, especially in Chimborazo province. This research was carried out with 30 Ecuadorian indigenous students who studied English as a compulsory subject for five months. The aim of the study is to explore the general attitudes of indigenous university students about Kichwa, Spanish and English languages in the Universidad Nacional de Chimborazo, at the Political and Administrative Science College. It also aims to find out which language demands more of their attention. Quantitative and qualitative data were collected into three-time stages by applying a questionnaire asking for students’ attitudes towards Kichwa, Spanish and English. Participants were asked about their language exposure in each of the mentioned languages. Answers were tabulated using the Statistical Package for the Social Sciences (SPSS) program. The outcomes revealed a substantial difference in the students’ attitudes in favor of Spanish language. Students showed a high exposure and attitude percentage towards Spanish language through social interaction with native speakers. Additionally, they listened and read information in Spanish with the most accuracy. The participants have been exposed to Spanish more than 20 years, as well. Conversely, students do not show a significant attitude towards English or Kichwa. Additionally, their social and academic contexts do not demand that the students to speak Kichwa and English, as a priority in students’ daily communication.

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Reivan-Ortiz, Geovanny Genaro, Patricia Elizabeth Ortiz Rodas, and Patricia Natali Reivan Ortiz. "A Brief Version of the Difficulties in Emotion Regulation Scale (DERS): Validity Evidence in Ecuadorian Population." International Journal of Psychological Research 13, no. 2 (August 18, 2020): 14–24. http://dx.doi.org/10.21500/20112084.4325.

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Due to the scarcity of evaluation instruments on the construct of difficulties in emotional regulation in the Ecuadorian university context, the objective of the present study was to adapt linguistically and to study the psychometric properties of the Difficulty Scale in Emotional Regulation (DERS) in a sample of Ecuadorian university students. A non-probability sample of 1172 participants between 17 and 32 years of age (M = 21.99; DT = 2.49), which consisted of 58.6% women and 41.4% men, was used. The research was carried out in three stages. The first study evaluated the Ecuadorian linguistic adaptation of the scale. The second study referred to the factorization by main axes identifying five factors (Lack of emotional understanding; Limited access to regulation strategies; Difficulties in impulse control; Interferences in goal-directed behaviors; Lack of emotional clarity) theoretically interpretable, which explain 49.22% of the variance. The third study developed a confirmatory factor analysis that specified an acceptable fit of the model (GFI = .95; AGFI =.95; NFI = .94; RMR = .11). The reliability coefficients are acceptable as .90 Cronbach’s alpha and .91 McDonald’s omega. In conclusion, it is mentioned that the Ecuadorian version of the DERS in a university sample exhibits good psychometric characteristics of internal structure and responses.

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Cejas Martínez, Magda Francisca, Mercedes Navarro Cejas, Gina Silvana Venegas Alvarez, Carlos Enrique Proaño Rodríguez, and Derling Jose Mendoza Velazco. "STUDENT PERCEPTIONS OF ECUADORIAN VIRTUAL PLATFORMS DURING THE COVID-19 PANDEMIC." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 241–54. http://dx.doi.org/10.33225/pec/21.79.241.

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In February 2020 Ecuador declared a health emergency due to the Covid-19 pandemic. On-site classes were suspended. The Ecuadorian university population does not adapt to virtual educational platforms. The objective of the study was to analyse student perception of Ecuadorian educational platforms in higher education during the COVID-19 pandemic. The study was quantitative. The sample was non-probabilistic participatory, consisting of students from different universities in the Province of Chimborazo. For data collection, a questionnaire with four study variables was applied. The results were analysed with T student and MANOVA. There is a positive perception of students using the educational platforms. There were significant statistical differences according to gender variables, contrary to the levels of study and location, there is a greater sympathetic affection of students when receiving virtual classes by female teachers. It can be concluded that the Covid-19 pandemic accelerated the adoption of online learning by higher education institutions. Keywords: Covid-19, virtual education, higher education, Ecuador, education platform, virtual education, Ecuador

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Escudero, Isabel, Narcisa Fuertes, and Ligia López. "Paraphrasing Strategy in EFL Ecuadorian B1 Students and Implications on Reading Comprehension." English Language Teaching 12, no. 1 (December 7, 2018): 56. http://dx.doi.org/10.5539/elt.v12n1p56.

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Reading comprehension in Ecuadorian students has been mostly managed at a literal comprehension level, leaving out inferential and critical comprehension. This is because most of the articles students read require a high level of literacy and a good domain of comprehension strategies. One of these strategies is paraphrasing; therefore, the purpose of this research was to analyze the effects of paraphrasing and its implications on reading comprehension skills in English as a foreign language. This study was developed in B1 students enrolled at the 6th level of English at Linguistics Competence Department at Universidad Nacional de Chimborazo UNACH with a sample of 50 students. A base-line pre-test and a posttest to an experimental and control group were applied. The project implementation took ten sessions and students learned the techniques to effectively paraphrase and the pitfalls they should avoid when applying this strategy. The analysis of T-student test yielded that the experimental group outperformed the control group. The main results showed that once students learn the techniques and correctly apply them, it helped them out to go beyond the literacy level, applying an authentic reading comprehension of the text. Pedagogical implications about paraphrasing and reading comprehension are presented in the discussion.

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Fernández-Agüero, María, and Carlos Chancay-Cedeño. "Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador." RELC Journal 50, no. 1 (June 7, 2018): 164–78. http://dx.doi.org/10.1177/0033688218755847.

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The purpose of this study is to identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms. To this end, we studied the reported intercultural practices of 68 EFL university teachers from Ecuadorian Region 4. Quantitative data drawn from a questionnaire were analysed through descriptive statistics. The results suggest that the activities put into practice emphasize the development of intercultural attitudes rather than knowledge or skills. Furthermore, the data indicate that these teachers often focus on the culture of certain English-speaking countries, but they do not pay sufficient attention to other foreign cultures and give little importance to the students’ local culture, and to the comparison between cultures. In conclusion, these teachers’ reported practices suggest they would benefit from using strategies to introduce and discuss interculturality in their lessons, to raise intercultural awareness and to help their students develop the appropriate skills to deal with intercultural encounters. Indications are provided in this respect.

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Torres-Díaz, Juan-Carlos, and Alfonso Infante-Moro. "Digital Divide in Universities: Internet Use in Ecuadorian Universities." Comunicar 19, no. 37 (October 1, 2011): 81–88. http://dx.doi.org/10.3916/c37-2011-02-08.

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New technologies have transformed higher education whose application has implied changes at all levels. These changes have been assimilated by the university community in various ways. Subtle differences among university students have emerged; these differences determine that the resources the network offers have been used in different ways, thus creating gaps in the university population. This study seeks to determine the level of incidence of the variable of university students’ incomes on the uses and intensity of use of the Internet tools and resources. Students were classified using factor analysis complemented through cluster analysis in order to obtain user profiles; these profiles were verified by means of discriminant analysis. Finally, chi-square was applied to determine the relationship between income level and user profiles. As a result, three profiles were identified with different levels of use and intensity of use of the Internet tools and resources, and statistically the incidence of income in the creation of those profiles was proved. To conclude, we can say that the income level falls mainly on the variables that define the access possibilities; gender has a special behavior; however, since the profile of the highest level has a double proportion for men, though women have better performance in general terms.Las tecnologías han transformado la educación superior impulsando cambios que han sido asimilados por la comunidad universitaria de distintas maneras. Como consecuencia, los estudiantes han presentado diversas formas y niveles de aprovechamiento de los recursos que nos ofrece Internet, delineándose brechas sutiles en la población universitaria. En este estudio se puntualizan algunas características de estas brechas; concretamente se analiza la incidencia de la variable ingresos del estudiante sobre los usos e intensidad de uso de las herramientas y recursos de Internet. Para lograrlo se clasificó a los estudiantes aplicando análisis factorial, complementado por análisis clúster para obtener perfiles de usuarios; estos perfiles se contrastaron con análisis discriminante y, finalmente, se aplicó chicuadrado para verificar la relación entre el nivel de ingresos y los perfiles de usuarios. Se determinaron tres perfiles con distintos niveles de las herramientas y recursos de Internet; y se comprobó estadísticamente la incidencia del nivel de ingresos en la conformación de estos perfiles. Se concluye que el nivel de ingreso incide mayormente en las variables que definen las posibilidades de acceso; el género tiene un comportamiento especial, puesto que, si bien el perfil más alto tiene el doble de proporción de hombres, las mujeres tienen un mejor desempeño en general.

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Pérez-Gosende, Pablo. "Evaluation of Classroom Furniture Design for Ecuadorian University Students: An Anthropometry-Based Approach." Advances in Science, Technology and Engineering Systems Journal 4, no. 6 (2019): 163–72. http://dx.doi.org/10.25046/aj040620.

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Franco, Evelia, Javier Coterón, and Jorge Brito. "Psychometric properties of the TEOSQ adapted to the physical education of Ecuadorian students." MASKANA 7, no. 2 (December 1, 2016): 69–76. http://dx.doi.org/10.18537/mskn.007.002.06.

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Sevy-Biloon, Julia. "Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic." English Language Teaching Educational Journal 4, no. 1 (April 30, 2021): 15. http://dx.doi.org/10.12928/eltej.v4i1.3935.

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Due to the pandemic, classes have moved online for 2020-2021, and a return to face-to-face classes in the National University of Education (UNAE) in Ecuador is unknown. Students studying in the undergraduate program to be English language teachers are slowly adapting to this new form of E-learning, and some have found that they prefer online classes, while many are waiting for the day they return to classes. The objective of this study is to look at the pros and cons given by 69 students discussing why taking classes virtually or face to face is a better option for EFL and being an ELT professional in these turbulent times. Some prefer online learning for various reasons such as safety, comfort, economic reasons, and having more time in general. While some find E-learning difficult and want to return to synchronous classes because they feel there is little interaction between classmates and teachers, cannot practice English authentically, cannot get clarification from the teacher, have a hard time concentrating online, and there are constant internet connection issues. In conclusion, this information has great importance for teachers today who are struggling to teach in this new medium and teach to the needs of their students to aid in their planning and will contribute to future teachers who will teach online.

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Rivadeneira Barreiro, María Piedad. "Students’ ability to identify media bias in written press." Revista Boletín Redipe 9, no. 2 (February 1, 2020): 140–44. http://dx.doi.org/10.36260/rbr.v9i2.916.

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The intention of this study is to analyze the relationship between reading comprehension and students’ ability to identify media bias in written press. The participants for this study were sixty EFL students from a language department of an Ecuadorian university. There was no random assignment of participants to the control and experimental groups. Information was obtained from a questionnaire by Browne and Keeley (2004). Data was coded manually, and the outcomes showed no significant improvement in students’ ability to identify media bias referred to the variable “time”. Also, there was no significance in the interaction of the variable “time” and the variable “group”, and there was little difference in the two times the test was taken by both groups.

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Medina, Jorge Checa. "The Integration of ICTs in EFL Teaching in Ecuadorian High Schools: One Country, Two Realities." Journal of English Language Teaching and Applied Linguistics 4, no. 7 (July 30, 2021): 01–13. http://dx.doi.org/10.32996/jeltal.2021.4.7.1.

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This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

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Ruano, Cesar, Erika Lucumi, José Albán, Sofía Arteaga, and Martha Fors. "Obesity and cardio-metabolic risk factors in Ecuadorian university students. First report, 2014–2015." Diabetes & Metabolic Syndrome: Clinical Research & Reviews 12, no. 6 (November 2018): 917–21. http://dx.doi.org/10.1016/j.dsx.2018.05.015.

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VİRE QUEZADA, Karla, and Juan José SANTİLLÁN. "Effects of epals practices on EFL writing. An action research study with Ecuadorian students." Dil ve Dilbilimi Çalışmaları Dergisi 17, no. 1 (March 25, 2021): 1–17. http://dx.doi.org/10.17263/jlls.903292.

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Amor, María Isabel, Kasandra Vanessa Saldarriaga Villamil, and Irene Dios. "Assessing university guidance and tutoring in higher education: Validating a questionnaire on Ecuadorian students." PLOS ONE 16, no. 6 (June 15, 2021): e0253400. http://dx.doi.org/10.1371/journal.pone.0253400.

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This study was intended to explore and confirm the factorial structure and to analyze the psychometric properties of an instrument for university guidance and tutoring, apply it, and detect differences between sociodemographic variables. A total of 1,048 students from five universities in the province of Manabi (Ecuador) participated. The study was divided into two phases with differentiated samples. An exploratory phase, made up of 200 subjects (19.1%), and another confirmatory phase, made up of 848 (80.9%), where the questionnaire was also applied. The results supported the three-factor structure of the instrument called “Questionnaire for the Assessment of Guidance and Tutoring in Higher Education” (Q-AGT), with of a total of 21 items. The indices of goodness of fit, reliability and internal consistency of the model were considered satisfactory. The application of the questionnaire did not show statistically significant differences in the assessment of university guidance and tutoring between men and women, with a high value given by both sexes to the importance of tutoring, the demands and the competences of the teaching staff in the university. The differences were mainly found between universities and branches of knowledge. Among the main conclusions, what stands out is the achievement of a valid and reliable instrument to measure the development of guidance and tutoring in Latin American universities. This contributes to the assessment of university guidance and tutoring as a strategy for the integral development of the student- personally, academically and professionally- and as a possible protective factor against academic dropout.

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Gonzalez-Martinez, Elier, and Christopher R. Reyes-Lopez. "Ecuadorian universities towards intercultural education: Attitude of lecturers in Guayaquil." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 32–42. http://dx.doi.org/10.18844/prosoc.v5i1.3379.

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This research analyses the university lecturers’ attitude about intercultural education. The study was carried out in the city of Guayaquil, Ecuador, where university classrooms are multicultural spaces due to the confluence of students from different ethnic groups as well as national and international migrants. The ‘Scale of attitudes toward multicultural education’ was adapted to the Ecuadorian context and applied to 167 university lecturers. For conducting the survey, the snowball technique was selected, and the questionnaire was distributed via email. The reliability assessment showed an internal consistency index of 0.88. The results show a subjects’ favourable attitude towards intercultural education; however, there still exist a small group of lecturers slightly leaning towards the rejection of intercultural education. Keywords: Attitude, intercultural education, lecturers, multicultural classrooms, university.

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Argudo, Juanita. "Expressive Writing to Relieve Academic Stress at University Level." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 17–33. http://dx.doi.org/10.15446/profile.v23n2.90448.

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This paper reports on a descriptive mixed-method study that aimed to identify the impact of expressive writing on relieving the academic stress of 157 undergraduate students at an Ecuadorian university. Data were gathered through two questionnaires and from focus groups. Results showed enduring relief of academic stress. Furthermore, they help to shed light on the need to study the impact of academic stress on university students and to look for different strategies that can alleviate it. These findings could help to understand students’ needs, as they have essential implications in teachers’ practices and, consequently, in students’ performance. In conclusion, expressive writing has a positive effect on helping to ease academic stress and overcome some difficulties caused by this issue.

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Vicent, María, Cándido J. Inglés, Carolina Gonzálvez, Ricardo Sanmartín, Virginia Narcisa Ortega-Sandoval, and José Manuel García-Fernández. "Testing the 2 × 2 model of perfectionism in Ecuadorian adolescent population." Journal of Health Psychology 25, no. 6 (October 6, 2017): 791–97. http://dx.doi.org/10.1177/1359105317733536.

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This study aimed to test the 2 × 2 model of dispositional perfectionism in an Ecuadorian sample of 1562 students aged between 12 and 17 years ( M = 14.83 years, standard deviation = 1.86 years). The Child and Adolescent Perfectionism Scale and the brief 21-item version of the Depression Anxiety Stress Scales were used. Cluster analysis revealed four profiles: Pure Self-Oriented Perfectionism, Pure Socially Prescribed Perfectionism, Mixed Perfectionism, and Non-perfectionism. Mixed Perfectionism and Non-perfectionism obtained, respectively, the highest and lowest scores in anxiety, depression, and stress. The results are discussed in light of cultural differences in the interpretation and consequences of perfectionism.

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Moreta-Herrera, Rodrigo, Marlon Mayorga-Lascano, Aitor Larzabal-Fernandez, and Diego Vaca-Quintana. "Factor analysis, reliability and validity of a measurement model for the intent of alcohol consumption among ecuadorian teenagers." Health and Addictions/Salud y Drogas 20, no. 1 (March 4, 2020): 126–35. http://dx.doi.org/10.21134/haaj.v20i1.489.

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Objective. Confirm the bifactorial structure, reliability and validity of the Modelo de Medición de Intención al consumo de Alcohol (MMICA), in a sample of Ecuadorian adolescents. Method. Instrumental study with factor analysis, reliability and validity (construct and criterion) of the MMICA among risky and not risky consumers. The sample was 480 students (52.3% men), between 12 to 19 years (M= 14.8, SD= 1.5), from three different educational centres (67.9% public) of Ambato and Pelileo cities, Ecuador. Results. The bifactorial structure is confirmed with a variance explained of 72.1%, the adjustment data are adequate with X2= 39.9; p< .001; df= 26; X2/df=1.5; CFI= .98; TLI= .97; SRMR= .045; RMSEA=.048 [.011 - .077]. Reliability is high (ω=.90 for behavioural control and ω=, 84 for behavioural belief). This study confirms criterion validity between risky and not risky alcohol consumers. Conclusions. The MMICA is an adequate, reliable and valid test to assess intent of alcohol consumption among Ecuadorian adolescents.

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Paladines-Costa, Belén, Víctor López-Guerra, Pablo Ruisoto, Silvia Vaca-Gallegos, and Raúl Cacho. "Psychometric Properties and Factor Structure of the Spanish Version of the Acceptance and Action Questionnaire-II (AAQ-II) in Ecuador." International Journal of Environmental Research and Public Health 18, no. 6 (March 13, 2021): 2944. http://dx.doi.org/10.3390/ijerph18062944.

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(1) Background: The Acceptance and Action Questionnaire-II (AAQ-II) is the most well-known self-report measure to assess psychological inflexibility, a transdiagnostic pathological process, and targets for interventions. Objective: The aim of this study was to analyze the psychometric properties and factorial structure of the Ecuadorian Spanish version of the AAQ-II in a large sample of college students in Ecuador. (2) Methods: A total of 7905 students, 46.26% male and 53.75% female, from 11 Ecuadorian universities were surveyed. The AAQ-II was tested for factorial structure, reliability, and correlations with other health-related measures. (3) Results: The AAQ-II showed an unidimensional factorial structure, accounting for 66.87% to 70% of the total variance and showing a good fit of the data to the model (comparative adjustment index (CFI) = 0.995; goodness of fit index (GFI) = 0.992; Standardized Root Mean Squared Residual (SRMR) = 0.037; mean square approximation error (RMSEA) = 0.047, CI90% = 0.038–0.056). Reliability was optimal (Cronbach’s α = 0.919; ω = 0.928), and AAQ-II scores significantly correlated with multiple health indicators. Psychological inflexibility was significantly higher in women than men. (4) Conclusions: The Spanish version of the AAQ-II showed good psychometric properties, which further supports psychological inflexibility, not just as a transdiagnostic process.

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Burgin, Ximena D., and Mayra C. Daniel. "Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 41–55. http://dx.doi.org/10.15446/profile.v23n1.84020.

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This paper reports on Ecuadorian pre-service and in-service teachers’ ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students’ cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students’ learning outcomes.

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Burgin, Ximena, and Mayra C. Daniel. "Exploring English Language Teaching in an Ecuadorian Urban Secondary Institution." GiST Education and Learning Research Journal, no. 14 (June 29, 2017): 107–34. http://dx.doi.org/10.26817/16925777.364.

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This article presents a case study focused on the pedagogy of nine English language teachers’ pedagogy in Ecuador. The significance of this study is its potential to inform practitioners, teacher educators, and policymakers in countries where teachers need to be prepared to teach in multilingual settings, such as Ecuador. Data analyses of nine observations of practicing teachers seems to suggest the curriculum used to prepare English teachers does not fully meet the educational needs of teachers or students. Observations of secondary level English teachers were conducted using the Classroom Observation Checklist (2010). This instrument is useful to analyze teachers’ delivery of content, lesson organization, classroom interactions, verbal and non-verbal communication in the classroom, and integration of media during instruction. One major theme emerged from data analyses; English language teaching appears to follow teaching as a foreign language paradigm. The validation of the results of this exploratory study through the participation of a larger sample size of classroom teachers would be important to provide a more robust conclusion regarding teaching diverse student populations.

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Sevy-Biloon, Julia. "Educators and Students Perceptions about Ecuadorian NEST Knowledge and Quality in Terms of Effective Teaching." 3L The Southeast Asian Journal of English Language Studies 23, no. 3 (September 29, 2017): 123–32. http://dx.doi.org/10.17576/3l-2017-2303-09.

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Rodríguez, Liliana Magdalena Alcívar, Karina Eliana Castro Intriago, Luis Alfredo Tubay Cevallos, and Lubis Carmita Zambrano Montes. "Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system." International journal of physics & mathematics 3, no. 1 (December 27, 2020): 26–33. http://dx.doi.org/10.31295/ijpm.v3n1.900.

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Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.

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Encalada, Maria Asuncion Rojas, and Sonia Magali Arteaga Sarmiento. "Perceptions about Self-recording Videos to Develop EFL Speaking Skills in Two Ecuadorian Universities." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 60. http://dx.doi.org/10.17507/jltr.1001.07.

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The present study explores the perceptions of EFL students from two Ecuadorian universities on the use of Self-Recording Videos (SRV) to develop speaking skills. As students do not have the opportunity to talk in the target language outside their classes, the authors of the present study analyzed the participants’ viewpoints regarding SRV to improve their conversational abilities. There is still limited research on the use of SRV for English speaking practice in a foreign country, so the researchers' purpose is to fill this gap in the literature to contribute to further studies on the topic. The authors consider essential to acknowledge the positive aspects of using this technique from the learners’ perspectives. For this purpose, participants were required to self-record a video related to the content of the class during the week and submit it to the Moodle platform.

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Rodríguez-Hidalgo, Antonio J., Eva Solera, and Juan Calmaestra. "Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain." Journal of Cross-Cultural Psychology 49, no. 10 (August 30, 2018): 1506–22. http://dx.doi.org/10.1177/0022022118795283.

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Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain ( N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.

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Orosz, Agnes, Mirdelio Monzón, and Paola Velasco. "Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector." International Journal of Learning, Teaching and Educational Research 20, no. 3 (March 30, 2021): 229–49. http://dx.doi.org/10.26803/ijlter.20.3.14.

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The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’ pedagogical practices. The data gathering process in the phase described in the present study involved conducting in-depth interviews with 10 primary and secondary school English language teachers. The transcribed interviews were analyzed by putting the material through the MAXqda qualitative analysis software. The resulting coded categories allowed the authors to investigate three specific issues dealt with in the present research study, namely: teachers’ perceptions of the importance of learning English, actual classroom teaching practices, and the teachers’ observations on in-service training options. The findings of the study demonstrated that English teachers in Ecuadorian public schools recognized the importance of English and are making a substantial effort to keep up with the professional demands related to teaching English as a Foreign Language, but they lack the required knowledge to develop skills, such as critical thinking and creativity. They are also facing several challenges, such as a demanding new curriculum and students’ lack of motivation at a time of apparently dwindling teacher training opportunities.

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Bolívar-Chávez, Oscar-Elías, Joaquín Paredes-Labra, Yury-Vladimir Palma-García, and Yessenia-Anabel Mendieta-Torres. "Educational Technologies and Their Application to Music Education: An Action-Research Study in an Ecuadorian University." Mathematics 9, no. 4 (February 20, 2021): 412. http://dx.doi.org/10.3390/math9040412.

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Information and Communication Technologies (ICT) are tools that are part of the process of teaching and learning music. These didactic/pedagogical resources are widely used by teachers. They strengthen, motivate, and increase the student’s interest in learning. This study is an action-research (AR). It involves 12 teachers and 68 students in the subject of music education in an Ecuadorian university. A Holistic and Technological Model of Music Education (HTMME) was generated. The performance of the plan was evaluated by means of an original questionnaire and qualitative work. The AR procedure involved an analysis of data at the end of each implementation cycle. The appreciation of the new model was very positive. With the methodology implemented, new teaching experiences and relevant learning for students were achieved. Learning music with ICT induces creative-musical processes in students.

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Sumka, Shoshanna. "Study Abroad and Anthropology: Impacts on Ecuadorian Homestay Families." Practicing Anthropology 22, no. 3 (July 1, 2000): 27–29. http://dx.doi.org/10.17730/praa.22.3.brp01130v1326522.

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I have had wonderful experiences with families who have let me into their homes during various study abroad programs. The experiences immersed me in the local culture, helped me learn the language, gave me surrogate families I felt totally comfortable conversing with, gave me new siblings/friends, opened my mind to cultural differences and provided a practical experience for my anthropological studies. I benefitted from the homestays, but I have wondered what it was like for the families. Was it an equal exchange? Did they benefit from the experience? I like to think they did. I remember fondly the hours I spent cooking with my Indonesian host mother and sister, the times I spoke with my host father about Judaism and Islam. But then I wonder, what happened after our group left? Were there fights in the village between the few who hosted students and the rest who didn't? Was I an inconvenience in the family because I never knew how to do anything and caused more work for my sister? I was totally inept at pulling up water from the well to wash my clothes, I could not help cook because grinding the chili peppers burned my hands and I had never cooked on an open fire stove before. My host sister and mother ended up helping a lot with my basic needs. This must have taken time away from their regular work. We all cried saying goodbye after four months living together and I promised to write and come back and visit one day. I did write, for a few years, but now I hardly even remember Indonesian and I lost their address. I dream of going back, but when?

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Freyn, Amy L., and Sandra Gross. "An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 984. http://dx.doi.org/10.17507/tpls.0711.06.

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The present study investigated the effect of using a multimodal teaching approach toward teaching English idioms to Ecuadorian EFL students. The control group was taught 20 English idioms using a traditional teaching method and the experimental group was taught the same 20 English idioms using a multimodal teaching approach. An idiom comprehension quiz was administered to both groups with the experimental group scoring significantly higher than the control group. The study provides pedagogical suggestions on using a multimodal approach to teaching English idioms.

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Villafuerte, Jhonny S., Maria A. Rojas, Sandy L. Hormaza, and Lourdes A. Soledispa. "Learning Styles and Motivations for Practicing English as a Foreign Language: A Case Study of Role-play in Two Ecuadorian Universities." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 555. http://dx.doi.org/10.17507/tpls.0806.01.

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This action research studies the Ecuadorian university students’ learning styles and motivations to practice English as a Foreign Language through Role-play. The sample is composed of 158 students from two national universities located in the Coastal region of Ecuador. They took part of Role-play practices in the English as a Foreign Language course during 2016-2017. The instruments applied were the Social Software Survey Used with Undergraduate Students; and a questionnaire designed ad hoc, by the research team named Likert Questionnaire Learners’ Motivations for Practicing English through Role-play. The results show participants' openness to cooperative learning and task-based learning. It is concluded that the learning styles that participants prefer is working in groups; situation that favours the implementation of English as a foreign language practices through role-play.

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Castellano Gil, José Manuel, and Efstathios Stefos. "A Data Analysis of Social Characteristics of Basic and Secondary Education Students in Ecuador." International Education and Learning Review 1, no. 2 (October 31, 2019): 83–99. http://dx.doi.org/10.37467/gka-edurev.v1.1569.

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The objective of the study is to examine the social profile of Basic and Secondary Education students in Ecuador by means of a statistical analysis of this sector of the Ecuadorian population based on data from the National Survey of Employment, Unemployment and Underemployment from 2015. The variables investigated were: area, sex, age, language spoken, ethnic self-identification, condition of activity and inactivity, school enrollment, use of smartphone, use of computer during the last months, use of internet during the last 12 months, natural region, income poverty, occupational group and the level of happiness at work. The results of the study may be used as a tool for the development of the Basic and Secondary Education studies in Ecuador in accordance with the social profile and the needs of the students in the country.

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Ramon Sabando Garcia, Mg Angel, PhD Mikel Ugando Penate, Odo Anthony Andres Bazurto Loor, PhD Felix Pilay Toala, Mg Manaces Esaud Gaspar Santos, and Mg Maria Jahaira Alava Carvajal. "CAPACIDAD DE RESILIENCIA SEGUN CREENCIA EN DIOS Y SEXO EN ESTUDIANTES UNIVERSITARIOS." International Journal of Advanced Research 9, no. 06 (June 30, 2021): 492–502. http://dx.doi.org/10.21474/ijar01/13038.

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The objective of the research was to determine the resilience capacity according to belief in God and sex in university students from Ecuador with a quantitative approach, not an experimental cross-sectional one. The data collection was carried out through a survey accompanied by the resilience questionnaire for university students CRE - U, (Peralta, Ramirez, Castano, 2006) applied to a sample of 280 university students, 39.60% distributed very believing, 55.7% believers and 4.60% atheist The male gender represented 23.2% and the female 76.8%. The variables that demonstrated statistical significance were applied the HSD test of Tukey and Games-Howell (5%). The results show that the majority of Ecuadorian students are very believers in God and therefore reach a very significant level of resilience, with the male gender prevailing specifically in the constructs of interaction, initiative, creativity, critical thinking and family over the female gender that only manifested significance in introspection.

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Davalos-Batallas, Viviana, Ana-Magdalena Vargas-Martínez, Patricia Bonilla-Sierra, Fatima Leon-Larios, Maria-de-las-Mercedes Lomas-Campos, Silvia-Libertad Vaca-Gallegos, and Rocio de Diego-Cordero. "Compassionate Engagement and Action in the Education for Health Care Professions: A Cross-Sectional Study at an Ecuadorian University." International Journal of Environmental Research and Public Health 17, no. 15 (July 28, 2020): 5425. http://dx.doi.org/10.3390/ijerph17155425.

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Objective: This study aimed at exploring the compassion attitudes and needs for awareness and training related to a compassionate approach for Medicine, Nursing, and Psychology students, as well as for the academic and administration personnel from the Universidad Técnica Particular de Loja (UTPL, Ecuador) Health Sciences area. Methods: A cross-sectional observational study, based on a self-administered questionnaire through a sample of 788 UPTL students. STROBE guidelines were followed and applied. Results: A positive correlation was found between life engagement and compassion for others, from others, and self-compassion. The Nursing students were those who reported having previous experiences of contact with people with an advanced disease or in an end-of-life situation and having received some type of training compared to Medicine and Psychology students and lecturers (faculty members). Differences were found on the “self-compassion” and “compassion for others” subscales, noting a higher level of compassion among Psychology students. Conclusions: To implement the philosophy of compassionate universities it is necessary to design trainings that include the students, the faculty members, and the administrative staff, centered on sensitization and training about assistance, care, and accompaniment at the end of life, as well as cultivating compassion in the workplace.

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Bravo, Jorge Cevallos, Eder A. Intriago, Jhonny Villafuerte Holguin, Gustavo Molina Garzon, and Luis Ortega Arcia. "Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students." English Language Teaching 10, no. 2 (January 15, 2017): 100. http://dx.doi.org/10.5539/elt.v10n2p100.

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This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

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Valdivieso, R., L. Abril, V. Iraola, M. Estupinan, E. Correa, and M. del Carmen Romero. "Skin Sensitization and Classroom Exposure to Dermatophagoides Pteronyssinus and Dermatophagoides Farinae Allergens in Andean Ecuadorian Students." Journal of Tropical Pediatrics 57, no. 4 (October 30, 2009): 319–20. http://dx.doi.org/10.1093/tropej/fmp105.

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Navarro, Marlene Hernández, Amelia Patricia Panunzio, Jorge Elías Dáher Nader, Mario Ángel Royero Moya, and Est Claudia Patricia Fernández Hernández. "INVESTIGATIVE COMPETENCES IN HEALTH PROFESSIONALS." International Journal of Research -GRANTHAALAYAH 8, no. 10 (October 28, 2020): 142–46. http://dx.doi.org/10.29121/granthaalayah.v8.i10.2020.1878.

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Investigative competencies are necessary to carry out an optimal and efficient research process. Descriptive research is presented whose general objective is to design a proposal of investigative competencies in the areas of the study plan of the medical career. The specific objectives are: to characterize the teachers and students of the medical career, identify the research activities in progress, describe the scientific and technical competences for the performance of the research and design a proposal of investigative competences in the three areas of the plan of study of the medical career of an Ecuadorian university.

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Bosquez-Barcenes, Víctor Alejandro, Rodrigo Del Pozo Durango, Washington Raúl Fierro-Saltos, and Silvia Rosa Pacheco-Mendoza. "ANÁLISIS DE ACCESIBILIDAD WEB EN LAS UNIVERSIDADES ECUATORIANAS PARA ATENDER LAS NECESIDADES DE ESTUDIANTES CON DISCAPACIDAD." Revista de Investigación Enlace Universitario 18, no. 1 (December 15, 2019): 129–44. http://dx.doi.org/10.33789/enlace.18.52.

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Galora Moya, Nelly Patricia, and Miryan Consuelo Salazar Tobar. "DIFFERENTIATED INSTRUCTION: PRODUCTIVE SKILLS DEVELOPMENT WITH HIGH SCHOOL AND UNIVERSITY STUDENTS." Investigación y Desarrollo 11, no. 1 (July 26, 2019): 67. http://dx.doi.org/10.29033/id.v11i1.645.

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The Differentiated Instruction (DI) approach addresses individual learner`s needs in a mixed ability class by focusing instruction on student learning profiles. The purpose of this study was to describe the effects of the implementation of four DI strategies suggested by Herrera (2011) in order to analyze their impact on students’ productive skills within two different educational settings: the high school and university. A total of 105 students and two English teachers participated in this study. An online survey assessed learners’ perceptions of the DI strategies. The results confirmed that the 4 DI strategies implemented in both settings had a positive effect on the development of students’ writing and speaking skills. This study concluded that there is not a universal, one-size-fits-all strategy for teaching that includes all students. In-depth knowledge of students’ needs, and interests is a starting point for addressing instruction in a more effective way. Finally, the DI approach is starting to emerge in Ecuadorian EFL classrooms, and teachers are showing interest in applying the corresponding strategies as an aid to student learning.

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Heredia Arboleda, Edgar Eduardo, Verónica Patricia Egas Villafuerte, Ana Gabriela Reinoso Espinosa, and Ángel Paul Obregon Mayorga. "The perceptions of indigenous students towards the occidental educational system of the english class: a study in an Ecuadorian Public University." Revista Boletín Redipe 9, no. 1 (January 1, 2020): 155–63. http://dx.doi.org/10.36260/rbr.v9i1.904.

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This investigation aimed to find out the way a group of Indigenous students perceives the occidental educational system of the English class. This Emic micro-ethnography was conducted with a sample of 30 participants, who are students of distinct English levels of a Public University located in the highlands of Ecuador. This sample was divided into two groups. Phenomenological interviews were carried out with the first group, in turn, its data were compared with that of the Questionnaire of the second group. The obtained results disclose that the lack of a real cognitive justice in the English class leads Indigenous students to feel as folklore producers, and not as Ecuadorian citizens who can teach different realities that contribute to the construction of an inclusive society. In general, this target group kindly demands in English classes not only a development of their national identity but also of their ethnic one.

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Journal articles on the topic 'Ecuadorian students'

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