Ecuadorian Students Research Articles

The role of teaching models in developing critical thinking skills: A bibliometric analysis

This study investigates the impact of innovative teaching models on the development of critical thinking skills among Ecuadorian students, emphasizing the need for further research and development within Ecuador’s educational landscape. A two-phase bibliometric analysis was conducted. The first phase involved a global literature review on teaching models and critical thinking while the second phase focused on Ecuadorian publications. Data collection and analysis were performed using RStudio and VOSviewer following a systematic four-step process: defining search terms, selecting databases, downloading data and analyzing the results. The global analysis revealed a significant increase in publications since 2018 showing that intentional teaching strategies significantly enhance critical thinking skills. In Ecuador, research on this topic is still in its early stages, accounting for only 0.67% of global output. Although Ecuadorian studies indicate promising educational initiatives, they have not yet gained substantial recognition or citations within the academic community. Innovative teaching models play a crucial role in fostering critical thinking skills. However, research in Ecuador remains underrepresented. Enhancing teacher training programs and incorporating advanced didactic methodologies is essential to improve the quality of education in Ecuador and prepare students to address future challenges.

The Role of Grammar to Enhance Accuracy and Fluency in EFL Teaching

The study examines the impact of explicit grammar instruction on enhancing both accuracy and fluency in English as a Foreign Language (EFL) students in Ecuador. Despite national educational efforts, English proficiency in Ecuador remains low, particularly in productive skills like speaking and writing. The study argues that explicit grammar teaching and communicative practice are necessary for improving these skills. Using a mixed-methods approach, 50 undergraduate students participated in grammar instruction over 14 weeks. Results showed significant improvements in grammatical accuracy, such as reduced errors related to verb conjugation, articles, and sentence structuring. Fluency also increased, with more coherent and natural written production. These findings suggest that grammar teaching integrated with real-life communication enhances both accuracy and fluency. The study recommends continued use of this integrated approach for improving EFL proficiency and calls for further research with larger samples and over extended periods.

Competencias lingüísticas en la comunicación escrita de estudiantes de Educación Básica Superior en Ecuador

The article titled "Linguistic Competencies in Written Communication of Upper Basic Education Students in Ecuador" addresses the issue of deficiencies in linguistic competencies in students from the educational institution Veinticuatro de Mayo, in Ecuador. The main objective of the study was to analyze the linguistic competencies in written communication of the 8th-grade Upper Basic Education (EBS) students, identifying their strengths and weaknesses in key areas such as spelling, punctuation, grammar, vocabulary, coherence, cohesion, and written production. Based on this diagnosis, innovative teaching strategies were proposed to improve student performance in these areas. The specific objectives included diagnosing the difficulties and achievements in each of the evaluated dimensions, designing innovative didactic strategies that incorporated the use of digital technologies, collaborative learning, and text writing activities, and validating the effectiveness of these strategies through their application and feedback in an experimental group. The methodology used was quantitative, with an experimental approach. Pre-implementation diagnostics were conducted, and the results revealed critical areas of improvement. In particular, Spelling and Punctuation was found to be the most deficient area, with 60% of students not meeting the basic standards, while Grammar and Vocabulary also presented significant issues for 43.33% of students. The implemented strategies, which included the use of technological tools and the promotion of collaborative practices, were key in improving linguistic competencies, especially in spelling and grammar, showing a significant improvement in student performance in these areas.

Impact of Nutrition and Sociodemographic Factors on Students from Public Universities

The study evaluates how diet and sociodemographic factors affect the body composition of university students. Body composition is critical for health and well-being, especially among university students. Factors such as nutrition and sociodemographic elements significantly influence it. The study employed a cross-sectional design with a sample of 171 students. Bioimpedance techniques were used to assess body composition, and detailed questionnaires collected dietary and sociodemographic information. Advanced statistical analyses were conducted to identify significant correlations and trends. A total of 15.79% of the students had a very high fat intake, and only 1.75% met the standards for a nutrient-rich diet. Among males, a nutrient-rich diet was positively correlated with a higher percentage of muscle mass and a smaller hip circumference. Residence location significantly affected arm circumference in females, being higher among those living in urban areas. The study highlights the high prevalence of diets high in fat and low in nutrients among students, emphasizing the need to promote balanced eating habits. Gender differences suggest that nutritional interventions should be tailored accordingly. Additionally, residence location influences body composition, indicating variations in dietary traditions and access to healthy foods. These findings can guide policies and intervention programs at universities to improve the health and well-being of university students in Ecuador.

Knowledge, attitudes, and practices regarding antibiotic use among students in Ecuador and Nigeria: A comparative study

Knowledge, attitudes, and practices regarding antibiotic use among students in Ecuador and Nigeria: A comparative study

Psychometric properties of the High Five Inventory in university students in Ecuador.

The High Five Inventory (HFI) was developed to assess five positive personality traits: erudition, peace, joviality, honesty, and tenacity. Research on positive personality dimensions remains limited, emphasizing the importance of validating assessment tools in different cultural contexts. This study aimed to analyze the psychometric properties of the High Five Inventory (HFI) in a sample of Ecuadorian university students. An instrumental study was conducted to evaluate the construct validity and reliability of the HFI. A confirmatory factor analysis (CFA) was performed to assess the inventory's factorial structure. The sample consisted of 1,007 students (403 women, 39.9%) from various faculties at Salesiana Polytechnic University in Ecuador. Prior to data collection, a linguistic review was carried out by a panel of experts, including faculty members, researchers, and students, to ensure clarity and comprehension of the items. The final version of the inventory was administered after obtaining informed consent. The CFA results indicated an adequate model fit: χ2 (220) = 859.969, p < 0.001, robust CFI = 0.989, RMSEA = 0.054 (90% CI: 0.050-0.058), and SRMR = 0.045. Additionally, internal consistency was confirmed with Cronbach's Alpha (α) and McDonald's Omega (ω) coefficients ≥ 0.80, demonstrating strong reliability. The findings confirm that the High Five Inventory-Ecuador (HFI-E) exhibits robust psychometric properties, supporting its use in assessing positive personality traits within the Ecuadorian population. The study highlights the relevance of validating personality assessments across different cultural contexts and underscores the potential applications of the HFI-E in psychological and educational settings.

Educational innovation and youth participation: the Inverted Classroom in the optional vote

The implementation of the Inverted Classroom in the civic education of high school students in Ecuador represented an attempt to modernize teaching methods and strengthen youth electoral participation. However, this phenomenon could not be analyzed in isolation, as similar challenges persist in Latin America in terms of political interest and trust in democratic institutions. During 2023 and 2024, the region experienced institutional crises and increasing polarization, affecting youth participation in electoral processes.The Inverted Classroom allowed students to access theoretical content outside the classroom and focus on reflection and application in class, promoting more dynamic learning. In countries such as Mexico and Colombia, similar initiatives strengthened democratic education through digital platforms and youth participation programs. However, in countries with technological gaps, such as Brazil and Peru, the implementation of this methodology required greater investment in infrastructure and teacher training.In conclusion, the Inverted Classroom proved to be an effective strategy to encourage youth participation in democracy. Its success depended on adaptation to each national context, as well as institutional support to ensure equitable access to civic and digital education.

Teaching Optional Voting from the Citizenship Education Perspective and Its Impact on High School Students in Ecuador

This research uses the Flipped Classroom methodology with a mixed methodological approach, integrating both qualitative and quantitative methods to provide a comprehensive understanding of the investigated issue. The main objective is to train and motivate young people between the ages of 16 and 18 in the conscious exercise of optional voting. The Flipped Classroom seeks to encourage students to take a more active role in their learning, allowing theoretical knowledge acquisition to take place outside the classroom through resources such as videos, readings, and digital materials. In a second phase, inside the classroom, students engage in practical activities, debates, and reflections guided by the teacher, which strengthens their understanding and critical thinking skills. The focus is on familiarizing students with topics related to civic participation, electoral processes, and political rights, so they develop analytical skills and critical reflection on their role as voters. Practical activities in the classroom will simulate electoral processes and analyze real cases from Ecuadorian politics. The expected outcomes include improved understanding of optional voting among young people, as well as increased involvement in the electoral process. Furthermore, it is anticipated that the Flipped Classroom methodology will foster greater autonomy and responsibility in their learning, enhancing their civic education and future participation in democratic life.

The Flipped Classroom as a Methodological Strategy in Training and Education for the Exercise of Optional Voting from the Citizenship Education Subject in High School Students in Ecuador

This article addresses the implementation of the Flipped Classroom as a methodological strategy for training and educating high school students in Ecuador on the exercise of optional voting, within the framework of the Citizenship Education subject. The problem lies in the lack of understanding and active participation of students in the electoral process, limiting their ability to exercise their voting rights in an informed manner. The main objective is to analyze the effectiveness of the Flipped Classroom in improving students' understanding and motivation regarding optional voting. A quantitative methodology was used, with surveys administered to students before and after the implementation of this strategy. The results show an increase in motivation, understanding of the electoral process, and awareness of the importance of optional voting. Additionally, students reported higher levels of active participation and critical reflection on their role as voters. It is concluded that the Flipped Classroom can be an effective tool for teaching citizenship and electoral participation, promoting more autonomous, meaningful, and practice-oriented learning.

Challenges and opportunities of formative feedback in Ecuadorian education

The study analyzed the importance of formative feedback in the self-regulation of learning by high school students in Ecuador. It was found that, despite the educational reforms that promoted active methodologies, their effective implementation still faced obstacles. Among the main factors that hindered their application were teacher overload, lack of training in feedback strategies, and resistance to methodological change. These elements limited the possibility of students reflecting on their learning and improving their study strategies. From a theoretical perspective, it was shown that self-regulation of learning was key to academic and professional success, as it allowed students to plan, monitor and evaluate their performance. It was evident that structured feedback favoured metacognition and autonomous learning, in contrast to traditional strategies. In the Ecuadorian context, the lack of didactic approaches based on feedback affected the development of critical thinking and student autonomy. Finally, it was concluded that the implementation of formative feedback strategies could improve the quality of education. It was suggested that teacher training and the use of technologies to personalize feedback would be essential to overcome existing barriers. In addition, the need to design educational policies that would facilitate their adoption was highlighted, with the aim of transforming education and preparing students for future academic and professional challenges.

Examining the psychometric properties of the Generalized Anxiety Disorder Scale (GAD-7) among Ecuadorian university students

The purpose of this study was to establish the validity of the 7-item Generalized Anxiety Disorder scale (GAD-7) among university students in Ecuador. This study employed instrumental methodology, drawing on Classical Test Theory (CTT) and Item Response Theory (IRT). The sample consisted of 623 college students aged 18 to 38 (M = 20; SD = 2.4), of whom 59.6% were women and 39.4% were men. These students came from three universities in Ambato (Ecuador), with the majority (86.9%) attending private institutions. As results, it was confirmed that the GAD-7 has a unidimensional structure, high internal consistency, and convergent validity with a measure of pathological worry. Additionally, the scale demonstrated measurement equivalence across sex and the items exhibited appropriate discrimination and difficulty parameters. Finally, the GAD-7 is a valid and reliable instrument for assessing anxiety among university students in Ecuador.

Sexual and Family Diversity in Education: Attitudes of University Students in Teacher Training

The objective of the present study is to examine attitudes towards sexual and family diversity in Ecuadorian students and its relationship with variables such as type of training program, age, gender, among others. For this study, the information obtained from a group of university students belonging to the pedagogy career has been considered. A quantitative approach within the naturalistic paradigm was used to explore the dimensions of (1) family diversity, (2) personal attitudes towards sexual diversity, and (3) predictive factors of institutional stance towards addressing sexual diversity. Surveys and Likert-type questionnaires were administered to a sample of 637 participants, including students and teachers of both sexes, aged between 18 and 54 years, affiliated with a public university in Ecuador. A nonparametric analysis of the data was presented, which revealed significant differences according to sex, age and study program. Likewise, a correlation was found between age and attitude towards sexual and family diversity of future teachers. This underlines the importance of developing positive attitudes towards sexual and family diversity in teacher training programs, with a focus on inclusion and attention to diversity.

Impact of Drug Use on University Students in Ecuador: Challenges for the health system

The objective of the study was to analyze the impact of drug trafficking and drug consumption on the university student population in Ecuador, and the challenges faced by the health system in the prevention and mitigation of these problems. An integrative review of the literature was carried out, complemented with surveys applied to university students to evaluate their knowledge about drugs and their perception of the preventive measures implemented in their institutions. The results revealed insufficient knowledge about the effects of drugs among students and a general dissatisfaction with current preventive measures, particularly in non-health-related careers. Additionally, the analysis highlights Ecuador's growing relevance as a key route in international drug trafficking, exacerbating challenges for the health system. The conclusions suggest the need to strengthen educational and public health policies focused on prevention, improve teacher training, and promote a multisectoral approach that includes parents, students, and local and international authorities to effectively address the problem

Validation of the Psychometric Properties of the Conflict Resolution Styles Inventory in the University Population

This study aimed to validate the psychometric properties of the Conflict Resolution Styles Inventory (CRSI) within the context of the university population in Ecuador. The CRSI measures how individuals manage interpersonal conflicts, a critical skill for university students. A sample of 746 university students from various institutions across Ecuador participated in the study. The CRSI, which categorizes conflict resolution styles into five types (competing, avoiding, accommodating, collaborating, and compromising), was translated and culturally adapted for the Ecuadorian context. Psychometric analyses, including factor analysis and reliability testing, were conducted to assess the validity and reliability of the inventory. The factor analysis supported the five-factor structure of the CRSI, confirming that the inventory is suitable for measuring distinct conflict resolution styles in this population. The inventory showed good internal consistency, with Cronbach’s alpha values exceeding 0.70 for all subscales. Additionally, the test–retest reliability indicated stability over time. The validated CRSI provides a robust instrument for understanding and improving conflict resolution skills among university students in Ecuador, contributing to better interpersonal relationships and academic environments.

Preparation of Higher Education Students in Ecuador: An Analysis Based on the Knowledge Economy

The knowledge economy has emerged as a key paradigm in global socioeconomic development, highlighting the importance of higher education in the formation of human capital capable of generating, applying and disseminating innovative knowledge. This study aims to evaluate the preparation of higher education students in Ecuador, considering critical variables such as soft skills, perception of the knowledge economy, university-business linkage and internationalization, and their impact on academic training. The methodology employed was quantitative, using a multiple linear regression model to analyze the relationship between the independent variables and the academic formation of a sample of 205 students from two Ecuadorian universities. Advanced statistical techniques were applied to evaluate the significance and impact of each variable. The results indicate that soft skills (r = 0.713, p &lt; 0.01), perception of the knowledge economy (r = 0.602, p &lt; 0.01) and internationalization (r = 0.594, p &lt; 0.01) have a significant and positive impact on academic training. However, university-business linkage showed a lower and non-significant correlation (r = 0.407, p &lt; 0.01). In conclusion, academic training in Ecuador benefits significantly from the development of soft skills, a positive perception of the knowledge economy and internationalization. However, the lack of significant impact of university-business linkages suggests the need for future studies to explore barriers and improve these collaborations. These findings underscore the importance of educational policies that integrate these factors to improve the preparation of students in a global knowledge economy. Received: 16 June 2024 / Accepted: 30 October 2024 / Published: 05 November 2024

Self-Assessment to Improve English Speaking Skills: an action research with Elementary School Ecuadorian students

This study aimed to determine the impact of self-assessment on speaking skills among A2 movers’ students. The data analysis revealed that its use has a favorable effect on students' speech skills and showed that they could use the content in a real context. They incorporated reflection to be aware of their learning, understood their mistakes, and tried to improve their level of preparation for better results. At that time, they took responsibility for all the steps planned in innovation because they tested their effort and progress in each activity. In addition, the improvement demonstrated in the results of the evaluation carried out by the teacher with the rubric in the posttest was significant in the final part of the unit. The self-assessment helped students take the necessary corrective measures to be more prepared to do speech exercises. According to the students' perspectives, self-evaluation helped them improve their skills because they were able to identify areas of speech that needed to be improved and gradually, could reinforce their discourse to give better descriptions of places and people.

Online Academic Tutoring for English Language Learning: A Case Study of Receptive Skills Development in Ecuadorian Students

This study examines the impact of online academic tutoring on Ecuadorian students of 5°, 6°, and 7° grades of Educación General Básica (EGB) on English receptive skills. Despite English's importance and integration into Ecuador's education system, language acquisition keeps facing some challenges due to resource limitations and diverse linguistic backgrounds. The research involved 52 students and 57 preservice teachers in an exploratory case study. Statistical data showed how digital education along with online academic tutoring contributed to improvements in the receptive skills of a group of English language students as well as let researchers see the most significant gains in 7th graders. Preservice teachers also developed pedagogically but encountered technical challenges. Findings underscore online tutoring's potential to address educational gaps, highlighting the need for greater investment in digital infrastructure and teacher training. Future research should examine the socio-emotional impact of online tutoring on learners' confidence and well-being.

Clinical Utility of the CORE-OM and CORE-10

This study explores the clinical utility of the Clinical Outcomes in Routine Evaluation–Outcome Measure (CORE-OM), and the Clinical Outcomes in Routine Evaluation–10 (CORE-10). This is an exploratory, naturalistic longitudinal study conducted in two psychotherapy services that offer training for psychology students in Ecuador. These services provide affordable and free short-term psychotherapy based on a constructivist approach. In total, 259 adult clients presenting non-severe mental disorders and symptoms and/or relational problems were included, 147 were women (57%); ages ranged from 18 to 66 with mean 28.70 years. At first contact we collected socio-demographic data and responses to the Clinical Outcomes in Routine Evaluation- Outcome Measure, Outcome Questionnaire-45.2 and the Schwartz Outcome Scale-10-E. Data were analyzed with statistical estimation using bootstrap 95% confidence intervals to assess clinical utility and psychometric adequacy of the measures for similar services and clients. The measures showed good acceptability and adequate internal consistency, similar to findings from the United Kingdom and Spain. There were strong correlations between all scale scores of the CORE-OM except for risk. Adequate convergent validity was found for the CORE-OM with the other two measures. There were no significant gender, age, or education effects for initial scores. Comparing help-seeking and non-help-seeking populations, large effect sizes were found for the CORE-OM total, non-risk, and risk scores, and medium effect size for the CORE-10 scores. Cut-off scores for the CORE-OM and CORE-10 were 1.26 and 1.51, respectively. The measures showed sensitivity to change with large effect sizes for all scores, except for risk, which shows a medium effect size. The CORE-OM and CORE-10 are suitable for clinimetric use, the former for broad assessment of psychological state and the latter for tracking changes in psychotherapy. Recommendations are made for assessment structure designs and data interpretation for routine use particularly in Latin America.

Digital Competencies in Higher Education Students: Analysis of Attitude, Knowledge, and Use of ICT

In the contemporary era, the convergence between education and digital technology demands an ongoing revision of pedagogical strategies, focusing on placing the student as the protagonist of the learning process. This study aimed to analyse the digital competencies of students from the Higher Technological Institute of Spain (ISTE) in Ecuador, considering their attitude, knowledge, and use of information and communication technologies (ICT), as well as how sociodemographic variables affect this context. Using a non-experimental, descriptive, cross-sectional research design with a correlational approach to variables, the ACUTIC questionnaire was applied to a sample of 156 ISTE students. The data was analysed with R Commander 4.3.1, first performing a descriptive analysis exploring trends in variables such as age and gender. Furthermore, the use of parametric and non-parametric tests depends on the data distribution. The results confirmed that there are no gender differences in attitude, knowledge, or use of these technologies (p-value &gt; 0.05). While age does not correlate with ICT use (p = 0.1661) or attitude (p = 0.1173), it does relate to knowledge of them (p = 0.0182) and to the possession of computers and smartphones (p &lt; 0.001 and p = 0.0059, respectively). There is a robust correlation between ICT knowledge and use (p-value &lt; 2.2e-16). Geographical location corresponds with stable internet access (p = 0.0000) and computer ownership (p = 0.0028). In conclusion, the digital competencies of ISTE students in Ecuador are influenced by multiple sociodemographic factors and represent a crucial aspect of adapting to the changes and demands of education.

Victimization and Perpetration of Online Dating Violence and Emotional Dependence by Gender among University Students in Ecuador

The present study investigates the roles of online dating violence and emotional dependence within the context of interpersonal relationships. The primary objective of this research is to analyze the perpetration and victimization of online dating violence and emotional dependence among men and women. Utilizing a quantitative approach with a descriptive and explanatory focus, this research employed a non-experimental cross-sectional design. A sample comprising 3202 university students completed the Dating Online Abuse Scale (DOAS) and the Emotional Dependence Questionnaire (EDQ). Statistical analyses, including Student’s t-test, Pearson’s correlation coefficient, and simple linear regressions, were conducted. Significant gender differences (p &lt; 0.01) emerged concerning both victimization and perpetration of online dating violence. Furthermore, a noteworthy association (p &lt; 0.01) was observed between online dating violence and emotional dependence, with the latter serving as a predictive factor for online dating violence across genders.