Estrategia educativa para potenciar el proceso de enseñanza aprendizaje de los estudiantes de II bachillerato de la unidad educativa bilingüe Delta del cantón Daule

Abstract

This study contributes to current practice by offering an active, participative, and motivational educational methodology to foster the teaching and learning process of II Baccalaureate students at Unidad Educative Bilingue Delta. It could be generalized to other institutions as far as contextual and student characteristics are considered. An interpretive paradigm methodology was used, which allows for the acquisition of knowledge to understand what occurs in the educational process and the students’ learning. This led to the reconstruction of reality by collecting motivations, interpretations, and actions of the community members in a collaborative and constructive process using different methods such as analysis, synthesis, historical-logical, and modeling, from which an educational intervention strategy was designed. For the diagnostic stage, questionnaires to teachers and students and class observations were used. Then, results were triangulated. It was found that the teaching and learning process in the institution where the study was conducted is characterized by a poor use of efficient methodological tools that show what, why, what for, and how to go about in the teaching and learning of the sample.