Abstract

MOTA RODRIGUEZ, Geoconda de los Ángeles; FAJARDO PELAEZ, Jenny Mariuxi  and  ALVARADO MATIAS, Paola Jesús. Social constructivism in the tutorial process of support and guidance for general unified high school students. Revista InveCom [online]. 2025, vol.5, n.3, e050327.  Epub Mar 18, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14213693.

Teacher mentoring and argumentative practices are essential in the teaching-learning process, based on Vygotsky's scaffolding and constructivism. These theories emphasize the role of the teacher as a mediator, guiding students from their current level to new learning through appropriate support. Strategies such as project-based learning and the flipped classroom encourage active student participation, which promotes meaningful learning. The study was developed using a quantitative methodology , in which standardized surveys and questionnaires were applied to collect data on students' academic performance and integral development. The data obtained were statistically analyzed to evaluate the impact of constructivism, scaffolding and the use of Information and Communication Technologies (ICT) in improving academic performance. The results showed that ICTs favor more flexible and accessible learning, while parental collaboration contributes to student monitoring and support. Statistical analysis showed that teachers who employ these strategies and receive training in these methodologies enhance student autonomy and strengthen the home-school relationship, contributing to comprehensive and successful learning.

Keywords : teacher mentoring; student mentoring; significant learning.

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