impacto de herramientas educomunicativas en el rendimiento academico de estudiantes de primero de bachillerato: un estudio en el colegio nueve de octubre

Abstract

This research explores the impact of educommunicative tools in first year high school students of the "Nueve de Octubre" school in the city of Machala, emphasizing the measurement of factors that can be key points in the motivations and tools that students can use in their academic environment and how these can represent a positive or negative value in their academic life. With respect to the theoretical foundations, concepts, characteristics, factors and analytical bases considered and extracted from several studies on educommunicative tools and academic performance are pointed out. In addition, different conceptions and considerations on adequate tools for the teaching-learning process and the impact they have had on the academic environment are shown. The methodology of this work has a mixed approach and a descriptive scope and was applied to a total of 237 students of the first year of high school through a questionnaire developed with 11 questions, these divided into three sections, the first of demographic data, the second of educommunicative tools and the third of academic performance, on the other hand, an interview was applied to 4 teaching specialists where according to their experiences they showed to have knowledge and basic foundations about these tools developed in class. Once the results were obtained, it became evident that: 1) most of the students are familiar with the names and use of educommunicative tools in their school environment, since they use them inside and outside the school, not at the same level but with a considered degree of feasibility, they also have a positive perception regarding the proper use of these tools, however we cannot leave aside the group of students who say they are between yes and no at the time of debating whether these are important or not, in their school life; 2) the students surveyed say thatthey have several factors that can positively or negatively affect their academic performance, for example, most of them take notes of the classes to better retain the information for possible debates and activities. Based on these results, it can be concluded that most of the participants value positively the educommunicative tools that nowadays can be found at any time and place, in the same way they still lack the constant implementation of these tools not only for the development of the students themselves but also to improve their activities and participation in class, since a minority group indicates that distraction in social networks and low motivation are obstacles that often do not allow them to adequately use technology. As for conclusions and references, this research offers a variety of information for educommunication professionals and teachers who in the new digital era wish to make significant use of educommunicative tools and strengthen the performance, skills and competencies of their students. In the same way, this information is valuable for future research and amateurs who explore new concepts and studies related to this topic on a daily basis.