Abstract
The objective of this proposal is to implement a school day agenda focused on the learning rhythms of students of elementary and secondary schools using a genetic algorithm. The methodology of this proposal takes into account legal requirements and constraints on the assignment of teachers and classrooms in public educational institutions in Colombia. In addition, this proposal provides a set of constraints focused on cognitive rhythms and subjects are scheduled at the most convenient times according to the area of knowledge. The genetic algorithm evolves through a process of mutation and selection and builds a total solution based on the best solutions for each group. Sixteen groups in a school are tested and the results of class schedule assignments are presented. The quality of the solution obtained through the established approach is validated by comparing the results to the solutions obtained using another algorithm.
Highlights
School day is the time that primary and secondary schools establish for teaching and learning activities
Many schools fail to see the importance of academic performance when assigning class schedules, the learning rhythms of the students are not taken into account
Since this is a program focused on the characteristics of educational public institutions, the information provided must adhere to two basic conditions, which are previously verified before giving way to finding a solution [25]: a) Each group must take 30 hours of class a week. b) A total of 22 hours of class will be assigned to a teacher each week
Summary
School day is the time that primary and secondary schools establish for teaching and learning activities. The planning of the school day is based on the availability of teachers and classrooms and takes into account some special conditions of each school and the overlapping of class assignments. The assigning of class schedules must consider the academic performance of students. Many schools fail to see the importance of academic performance when assigning class schedules, the learning rhythms of the students are not taken into account. Students do not always have the cognitive capacity to assimilate certain knowledge or to carry out certain learning activity at any given time of the day. There has been a lot of research done on the learning rhythms of students, known as circadian rhythms (periods between 20 and 28 hours), which facilitate the analysis of performance according to factors such as characteristics of the task (complexity, motor component), individual differences (age, sex, chronotype, cognitive style, level of motivation) and socio-cultural factors (urban, rural) [1]
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