Mora Rosales, José
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Mora Rosales, José
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Ambato

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Obstacles that Limit Innovation in Activities Related to Ecuador’s Productive Sectors MSMEs

2025 , Morales Molina, Tania , Catalina Silva-Ordóñez , Salazar Mera, Juan Eduardo , Mora Rosales, José

This paper studies the main obstacles that limit innovation in activities related to productive sectors in Ecuadorian companies with less than 200 workers (micro, small and medium-sized enterprises, MSMEs). The aim is to identify those obstacles that directly keep the sectorial innovation from growing. The study used a quantitative and explanatory analysis using the results presented by the Superintendency of Companies of Ecuador at the end of 2023. At the national level, there were the following numbers of companies: Micro (62,724), Small (21,305) and Medium (6,135). The results show that companies are working inefficiently in relation to growth in innovation, representing current technological challenges. The conclusions present proposals and recommendations for micro-entities to survive and compete better in the current environment, through a guide of good practices that will positively influence the innovation and modernization of their companies.

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Meaningful Learning of Natural Sciences Based on PBL

2024 , Becerra García, Eulalia , Erika Telenchana Perez , Carina Arroba Naranjo , Mora Rosales, José

Education requires going beyond educational approaches focused on the transmission and reception of knowledge, through actions that promote meaningful learning. Project-based learning (PBL) is presented as an active methodology to improve the teaching-learning process that allows not only to expand communication skills but also to encourage creativity and awareness for research in students. The objective of this research was to design a guide of didactic activities based on promoting learning through projects from the academic planning, execution and evaluation phases, in order to motivate students through cooperative work and research to solve contextual challenges or problems. Theoretical methods were used: historical analysis, analytical-synthetic, inductive – deductive and techniques such as surveys with questionnaires. This study’s population had 37 seventeen- years- old students from elementary education and 4 teachers from the area of natural sciences. The findings show that teachers face weaknesses related to the use of strategies; therefore, the need to design a guide that promotes PBL activities is necessary. It is evident that students can highly improve with the application of the mentioned guide.

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Methodical formulas used in the production of scientific articles in education sciences

2024 , Mora Rosales, José , Becerra, Eulalia

Resumen: Introducción: Se busca analizar la metodología empleada en la producción de artículos científicos en ciencias de la educación en Iberoamérica, desde una mirada cualitativa y cuantitativa. Metodología: Es interpretativa, de carácter descriptivo a partir del método de revisión sistemática sobre artículos procedentes de revistas indexadas en SCOPUS, incluyéndose aquellas que tuvieron desarrollo principalmente en el contexto iberoamericano en el intervalo de 10 años).  Se reflexionó sobre la investigación en Ciencias de la educación y su producción metódica cuantitativa y cualitativa, considerando encuentros y desencuentros, así como para considerar la exégesis y eiségeis para ejercer los enfoques Resultados: Se consultó de manera sistemática 20 artículos de naturaleza cuantitativa, cualitativa y mixta de diferentes países como: México, Ecuador, Argentina, Perú, Cuba, Chile e incluso India, con particular interés hispanoamericano. Discusión: La producción científica contemporánea se centra principalmente en la ejecución de estudios cuantitativos, destacando a nivel de la región países como Brasil y México con mayor cantidad de publicaciones, proceso que amerita una revisión exhaustiva. Conclusiones: Se halló como metodología predominante la cuantitativa. Las tendencias hacia el camino cuantitativo conducen a repensarse el abordaje de los estudios en Ciencias de la Educación dentro de los senderos cualitativos.

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Technological Pedagogical Strategies in the Improvement of Basic Functions and Management of Mathematical Operations

2024 , Núñez-Naranjo, Aracelly Fernanda , Mora Rosales, José

This study aimed to analyze the contribution of techno-pedagogical strategies in strengthening mastery in mathematical multiplication with students at the basic elementary level in Ecuador. The post-positivist paradigm, quantitative approach, quasi-experimental and comparative design was used, with pre-test and post-test to 4 groups (A, N, B and G) of 30 students each. The first A was the control and the remaining three N, B and G, the experimental ones. During the pre-test, the groups received training through demonstration strategies in the classroom, exercises and teamwork, evaluated with a knowledge test of ten exercises with true and false options. The following week (post-test), group A received reinforcement with the same strategies, while the others received it simultaneously in separate classrooms, with different teachers, using technological strategies based on the tools Nearpod, Blooket and Genially, to be evaluated again using the same strategy. The results indicate that for group A, there were no significant differences between the median scores (p ≥ 0.05) while, in the remaining groups, a significant improvement was observed (p = 0.000), where group B, using the Blooket resource, reflected a greater increase in the median score. It is concluded that these resources can be integrated as pedagogical strategies and significantly favor the mastery of the basic mathematical function in multiplication and specifically with the use of Blooket, highlighting the importance of technological innovation in educational training.

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Qualitative and Quantitative Pathways in Educational Research: A Systematic Review

2024 , Mora Rosales, José , Zurita Álava, Susana , Yánez Rueda, Hugo , Becerra García, Eulalia

The present study aimed to know the qualitative and quantitative paths in educational research A methodology of a systematic review (RS) of literature of basic type was used, descriptive exploratory study of diverse publications with both qualitative and quantitative approaches, resulting from thorough and procedural research, in various databases of recognized quality such as Scopus, Google Scholar and Dialnet As results after the application of the PRISMA flowchart and the verification of the inclusion and exclusion criteria, 20 documents were analyzed in both English and Spanish, published between 2019 and 2023. As a conclusion, it was specified that the qualitative and quantitative paths in educational research are directed towards innovative, reflective, collaborative and critical thinking research. Likewise, educational researchers should be prepared in conceptual, procedural, attitudinal and functional terms to face the emerging challenges, as a consequence of the dynamic and changing situation of the needs and expectations of world society.

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La comunicación dialógica en la ejecución de las técnicas grupales en el idioma inglés

2025 , Becerra, Eulalia , Mora Rosales, José

Introducción: La comunicación dialogica cumple un rol importante en el desarrollo del importante en el desarrollo del niño durante su proceso formativo, permite lograr una interacción adecuada en su entorno, a través de la expresión de las ideas para desarrollar contextos colaborativos y comprensivos. Metodología: Atiende a una postura paradigmática positivista, con un  enfoque cuantitativo, con un estudio de campo y una muestra de cien estudiantes a los que se aplicó una encuesta para conocer las estrategias que aplican los docentes  para la enseñanza del inglés. Resultados: Se diseño cuatro estrategias para profundizar la comunicación dialógica en la ejecución de las técnicas grupales, cada estrategia con el tema, recursos y el procedimiento para la ejecución. Discusión: Las estrategias del diálogo participativo permite al estudiante la libre expresión de ideas y proponer alternativas de solución a un problema (Carretero, 2020). La comunicación afectiva es elemento clave para un aprendizaje significativo (Zubiri, 2020). Para (Wilton, 2020) el acompañamiento pedagógico con una comunicación efectiva fortalece las capacidades y habilidades comunicativas. Conclusiones: Se aplicó cuatro estrategias que fomentaron la comunicación dialógica en la ejecución de las técnicas grupales, los datos del rendimiento académico evidencian la eficacia de estas estrategias.

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