Effects of the didactic material. Teaching-learning and psychosocial well-being in basic education students
Keywords:
teaching-learning, special education, primary level, healthAbstract
Introduction: The didactic material is not merely an auxiliary resource, but a structural component of the teaching-learning process. Therefore, it is necessary to establish the effects they have on this teaching-educational process, including their effects on indispensable indicators of psychosocial well-being.
Objective: To assess the effects of didactic materials on the teaching-learning process and the psychosocial well-being of basic education students.
Methods: From a universe determined in a group of schools under the 09D12 Balao-Naranjal District Directorate (N=507), a representative sample was studied to make previous diagnosis on the level of understanding contents, active participation in the classroom, and achievement of learning objectives. Subsequently, an intervention was carried out with an experimental group by providing them with a higher proportion of didactic materials, evaluating the perception of psychosocial well-being in two independent groups.
Results: More than 90% of students were in low stages of the educational process, which coincides with a limited or non-existent use of innovative resources. This shows a pedagogical practice focused on conventional techniques. The psychosocial dimensions (intrinsic and extrinsic motivation, achievement goals, expectations of success, value of the task) were significantly increased in the experimental group (p<0.001), while the perception of utility showed a high correlation (r=0.843), and the variety of resources displayed a moderate but relevant correlation (r=0.482).
Conclusions: It is deduced that the use of diverse and personalized educational resources significantly enhances both the teaching-learning process and the psychosocial well-being of the students of basic education.
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