Estrategia didáctica para mejorar la motivación en estudiantes con Trastorno por Déficit de Atención e Hiperactividad en educación básica

Abstract

Individuals with Attention Deficit Hyperactivity Disorder (ADHD) may experience challenges with motivation, including difficulty delaying gratification, a need for additional incentives, and fluctuations in both performance and motivation. A study was conducted with the general objective of designing inclusive teaching strategies that foster motivation in students enrolled at the Escuela Fiscal de Educación Básica "Carlos Luis Plaza Aray." The research employed a mixed-methods approach, combining qualitative and quantitative methods to achieve a comprehensive understanding of the issue. The researchers intentionally selected teachers who work in Middle Basic Education and who teach students diagnosed with ADHD. The reliability of the measurement instruments was assessed using Cronbach’s alpha coefficient, yielding a score of 0.8079, indicating good reliability. Data analysis was conducted using Google Forms, enabling efficient information collection. A descriptive analysis was performed along with a more detailed examination of specific elements with notable statistical significance. The results showed that 29% of teachers believe that students always encounter difficulties in mathematics, while 43% do not perceive challenges in this area. In contrast, regarding reading and comprehension, 43% of teachers report consistent problems, indicating a need for targeted intervention. Suggested teaching strategies include the use of visual methods and dynamic activities. It is important to establish clear rules, minimize distractions, and set short-term goals to improve attention and performance in children with this disorder.