Acompañamiento docente como estrategia para mejorar el rendimiento académico

Abstract

This degree project is used based on the budgets established by the Degree System of the Technical University of Machala, prior to obtaining the degree of Bachelor of Education Sciences: Basic Education Mention. Which is based on the collection of accurate and updated information on teaching support strategies that will allow raising academic performance in students in the second year of Basic General Education; with a qualitative- quantitative approach, using techniques such as the interview with teachers, the student survey and the observation guide, which allowed the evidence to be systematized based on the proposed objective, where the sample to be analyzed was twenty-six students and two second-grade teachers. year of Basic General Education at the Victoria Cañarte School. The titling project was developed with the diagnosis of the object of study, the teaching accompaniment as a strategy to improve academic performance, due to the fact that students with low understanding of the contents taught are currently observed, being considered a high-impact problem that It has been evidenced in the School of Basic General Education "Victoria Cañarte" of the Canton El Guabo. Consequently, the variables corresponding to teaching support and academic performance were also delimited, subsequently the theoretical, conceptual and legal framework was developed. Faced with what was investigated and analyzed, it was possible to conclude that teachers do not apply accompaniment strategies in the classroom, which is why students obtain a low understanding of the contents and therefore low academic performance. Likewise, it was possible to observe the disinterest of the student in learning, the lack of communication between teacher and student, and the low participation in the classroom. In conclusion, in view of what was observed, a seminar workshop on accompaniment strategies was proposed as a proposal, which favors, guides and benefits teachers and students who have difficulties solving tasks in class, who have little understanding, and little interest in the classroom. In this way, it is intended to promote classroom development and improve the educational quality offered at the Victoria Cañarte School.