Actividades lúdicas y su incidencia en la enseñanza de la ortografía, quinto grado, escuela "Simón Bolívar", Machala, período 2024-2025

Abstract

This thesis analyzes the impact of ludic (play-based) activities on the teaching of orthography, focusing on fifth-grade students at the “Simón Bolívar” School in the city of Machala, during the 2024–2025 school year. The study is based on the recognition that orthography is a fundamental pillar in the development of linguistic comprehension and that its teaching requires innovative and motivating methods that spark students’ interest. The present research was conducted with the purpose of determining how ludic activities can positively influence the teaching-learning process of orthography, improving academic performance and fostering interest in the correct use of written language. The applied methodology was both qualitative and quantitative, with an explanatory approach, as it seeks to establish the causes and effects of implementing ludic strategies; relational, by analyzing the relationship between the independent and dependent variables; descriptive, by detailing the characteristics of the population and the studied phenomenon; and propositional, by suggesting a pedagogical proposal based on the results obtained. The research modality was both documentary and field-based. A bibliographic review of scientific sources was conducted to support the theoretical framework, and data collection instruments such as surveys for teachers and students, as well as diagnostic tests to assess the level of orthographic knowledge before and after the application of ludic activities, were applied. The population consisted of 84 randomly selected fifth-grade students and 3 teachers from the aforementioned educational institution. The results showed a poor command of orthographic rules, specifically in the use of certain consonants (b/v/d/c/s/z/g/j/ll/y), the application of accent marks, the classification of words according to their stress, and the correct use of punctuation marks. These issues negatively affect the quality of students' written productions and have repercussions on academic performance in subjects that require proper writing skills. However, the implementation of ludic activities proved helpful in improving writing competencies. The study highlights the importance of using ludic activities in teaching orthographic rules and emphasizes the need for a playful pedagogical approach that encourages active participation. Therefore, as a solution, the implementation of an educational blog with a ludic approach is proposed, in which different activities and games aimed at teaching orthographic rules will be presented. The objective of this blog is to strengthen the orthographic skills of students in basic education, leading to an improvement in the correct use of written language. This proposal not only promotes educational innovation but also facilitates the teaching of orthographic rules through a playful and engaging approach. In conclusion, the present research demonstrates that ludic activities have a positive and significant impact on the teaching of orthography, especially in fifth-grade students of basic education. Based on the initial diagnosis, a low level of orthographic competence was identified, which negatively affects the quality of written production and overall academic performance. However, the application of ludic strategies improved students' interest, participation, and orthographic skills, thereby validating the effectiveness of innovative methodologies centered on play and motivation. As a concrete proposal, the implementation of an educational blog with ludic activities aimed at reinforcing proper written language use is suggested, which will contribute not only to the development of linguistic competencies but also to a more interactive, engaging, and effective teaching process.