La lúdica como estrategia didáctica para mejorar el rendimiento académico

Abstract

The work presented below has the main purpose of strengthening the academic performance of students in cycle I of primary basic education at the Antonio Brugés Carmona Departmental Educational Institution, headquarters 08 Tapia, in the municipality of Santa Ana de Magdalena, in the area of Spanish Language, from the playful one as a didactic strategy. For this, a methodology was followed under the Socio-Critical paradigm from a qualitative approach and the Research-Action typology, using a diagnostic evaluation together with a survey as data collection instruments, which were previously validated to be applied to the study population, whose sample was made up of 22 children between the ages of 6 and 11 belonging to cycle I of primary school of the aforementioned institution. Among the main results, it was obtained that the first, second and third grade students obtained low averages, mostly during the diagnostic evaluation, while, in the final or exit test, their grades in the Language area improved. In this way, it was concluded that the use of play through a didactic sequence significantly improved academic performance in this discipline, especially in writing and comprehension of texts.