Mexican Middle School Research Articles

A Model to Develop Chatbots for Assisting the Teaching and Learning Process

Recently, in the commercial and entertainment sectors, we have seen increasing interest in incorporating chatbots into websites and apps, in order to assist customers and clients. In the academic area, chatbots are useful to provide some guidance and information about courses, admission processes and procedures, study programs, and scholarly services. However, these virtual assistants have limited mechanisms to suitably help the teaching and learning process, considering that these mechanisms should be advantageous for all the people involved. In this article, we design a model for developing a chatbot that serves as an extra-school tool to carry out academic and administrative tasks and facilitate communication between middle-school students and academic staff (e.g., teachers, social workers, psychologists, and pedagogues). Our approach is designed to help less tech-savvy people by offering them a familiar environment, using a conversational agent to ease and guide their interactions. The proposed model has been validated by implementing a multi-platform chatbot that provides both textual-based and voice-based communications and uses state-of-the-art technology. The chatbot has been tested with the help of students and teachers from a Mexican middle school, and the evaluation results show that our prototype obtained positive usability and user experience endorsements from such end-users.

Abstract P4-17-05: A school-based breast health (BH) educational program to increase breast cancer awareness in a rural Mexican community: A qualitative comparative analysis of students', relatives' and teachers' perceptions

Abstract Background: In order to increase breast cancer awareness, we implemented a school-based educational program for female adolescents in a rural Mexican community, aimed at increasing knowledge and promoting intergenerational transmission of information to their female relatives. Here we report the perspective of the students, their female relatives and the school teachers on the program's impact on the adolescents and their community, as well as the major emergent themes related its implementation. Methods: Adolescents enrolled in a public rural Mexican middle school were invited to participate in the program. They received age-appropriate, culturally sensitive sessions from expert educators focused on transmitting BH knowledge in their household. The students' opinions of the program were evaluated using open ended questions immediately after its completion. The opinion of the students' female family members and of the school teachers were recorded four months after the intervention using open ended surveys and semi-structured interviews. The interviews were conducted at the school by two oncologists who designed and implemented the program and were recorded in video and audio formats. Data was coded using a narrative research approach, and a constructivist paradigm was used to explore emerging themes. NVivo software was used for qualitative data analysis. Results: The surveys were answered by 126 students, 185 family members and 18 teachers. Seven teachers then participated in semi-structured interviews. The following major themes were identified as related with the BH educational program by students: (1) the importance of breast self-examination; (2) the power obtained through knowledge and learning; and (3) the importance of disseminating the obtained information. The following major themes were identified by female relatives: (1) the importance of disease prevention; (2) knowledge to perform self-examination and seek medical attention and (3) empowerment through information. An analysis of the teachers' opinions identified the following major themes: (1) the program aided in discussing intimate topics; (2) the relevance of disseminating information in the community; (3) training other teachers and survivors for implementation; and (4) the importance of the acquisition of new knowledge. The relevance of obtaining and disseminating new knowledge was a common emerging theme among the three groups. Interestingly, both the students and their relatives highlighted the power of knowledge in empowering women and allowing them to prevent diseases and take care of their own health. Conclusions: Obtaining feedback from the relevant stakeholders and promoting active participation of the community is essential for the implementation of successful school-based education programs in cancer. We identified relevant themes related to BH education which could be useful for designing and implementing future programs. Providing adolescents from underserved populations with new knowledge and tools to take care of their health can empower them and aid them not only in preventing disease but in disseminating that knowledge in their communities. Citation Format: Soto-Perez-de-Celis E, Rojo-Castillo MP, Chavarri-Guerra Y. A school-based breast health (BH) educational program to increase breast cancer awareness in a rural Mexican community: A qualitative comparative analysis of students', relatives' and teachers' perceptions [abstract]. In: Proceedings of the 2016 San Antonio Breast Cancer Symposium; 2016 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2017;77(4 Suppl):Abstract nr P4-17-05.

Recall, appeal and willingness to try cigarettes with flavour capsules: assessing the impact of a tobacco product innovation among early adolescents

BackgroundUse of flavour capsule varieties (FCVs) of cigarettes has rapidly increased in many countries. Adolescents are attracted to flavours; yet, surprisingly, no quantitative study has explored adolescents' perceptions of these...

Characterization of School Climate Perception in Mexican Middle School Students

School climate is a construct that shapes the interactions between school members and influences its development in different aspects. For the students, school climate perceptions have been linked to their academic, psychological, and behavioral development. Despite its relevance, there are only few studies of Mexican students exploring issues related to school climate. A transversal and descriptive study was developed. The 2211 participants were students from four public middle schools. They completed an adapted Spanish version of the MDS3 School Climate Survey, which was composed by 56 items that loaded onto three scales: engagement and school perception (α = .93), rules and equity (α = .90) and risk behavior (α = .92). The parents’ consent was obtained through a waiver of active consent process. Frequencies, averages, standard deviation and Z-scores were calculated. Mann-Whitney U test and one-way analysis of variance (ANOVA) were used to explore differences in the school climate perceptions based on select student, familial, and school characteristics. Survey results were categorized into a three-level scale using Z-scores (low, medium, high). More than 10% of the participants scored in the low level, corresponding to a negative perception, while for the high level, the student connectedness subscale obtained one of the highest percentages (21.2%), followed by the Risk behavior scale (20.3%) and the school rules subscale (20.3%). There were statistically significant differences found in the school climate perception for gender, age, mother school level and school shifts (i.e., AM vs. PM) variables. We can conclude that a high percentage of the participants have a negative perception of school climate and consider that there are risk behaviors among the students in their schools. There were several significant differences in the school climate perceptions by sociodemographic, familial and school variables.

El consumo de inhalables en las prácticas de socialidad de dos grupos de estudiantes de secundarias públicas

Resumen Introducción. La extensión del consumo de inhalables hacia distintas poblaciones de México ocurre en el macrocontexto de la legalidad y la deficiente regulación sanitaria y policial de dichas sustancias, así como su gran disponibilidad y bajo costo, en combinación con los efectos placenteros de su inhalación, los cuales varían según el contexto y los usuarios. Objetivo. Aquí se describen las prácticas de coconstrucción de los contextos de consumo de inhalables. También, los efectos de éstos en dos grupos de estudiantes mexicanos de educación secundaria. Método. Se utilizó la metodología de la photo elicitation, analizando, en grupos de discusión, dos videograbaciones producidas por los mismos estudiantes, en las que consumen inhalables. Resultados. Se realizó la categorización teórica de los datos con el software Atlas.ti. Se encontró que, a pesar de que los estudiantes inhalan tolueno, sólo una de las estudiantes experimentó mareo y dolor de cabeza, en tanto que otra compañera se sintió somnolienta. Sin embargo, el segundo video muestra que los estudiantes experimentaron la prendidez (euforia, desinhibición afectiva) y alucinaciones. El mareo, el dolor y la somnolencia parecen determinados mayormente por el consumo de tolueno y alcohol, pero los efectos disímiles, por la socialidad de los contextos de consumo del inhalable, la subjetivación de los estudiantes y su veteranía en el consumo. Discusión y conclusión. Se discute que los estudiantes prefieren el consumo de inhalables porque la “prendidez” fortalece su socialidad. Se concluye que conviene desalentar el consumo de inhalables incorporando la agencia y la subjetivación juvenil, sin desatender los factores macrosociales de la producción, comercialización y regulación de los inhalables.

Feasibility of a breast health educational program to increase breast cancer awareness among adolescents and their female relatives in low-income communities.

76 Background: Delays in the diagnosis of breast cancer in developing countries are partially related to a lack of knowledge on breast health (BH), particularly in rural communities with poor access to education. We implemented a BH educational program for adolescents from a rural community in Mexico, aimed at increasing knowledge and promoting intergenerational transmission of information from adolescents to their female relatives. Here, we report the results of our feasibility aims, as well as the change in knowledge in the students after the intervention. Methods: In this pilot study, adolescents enrolled in a public rural Mexican middle school were invited to participate in the program. They received age-appropriate, culturally sensitive sessions from expert educators focused on transmitting BH knowledge in their household. Our primary outcome was satisfaction with the content, with 75% approval needed for the program to be considered acceptable. Pre and post true/false tests to evaluate the students’ knowledge were applied. Paired t-test was used to detect changes in knowledge. A p value of < 0.05 was considered significant. Acceptability of the program among the school teachers was assessed. Results: 238 students were invited to participate, of which 126 (53%) provided parental consent and completed the program. Median age was 13.5 years (12-16). 96% (n = 121) of the students considered the sessions very interesting and 99% (n = 124) thought they either learned “a lot” (66%; n = 83) or “some” (33%; n = 41). The pre- and post-test mean proportion of correct answers was 63% (12.5-100%, SD 0.2) and 89% (25-100%, SD 0.12) respectively. A statistically significant improvement in the proportion of correct answers was found for 5 out of 8 questions. 100% (n = 18) of the teachers thought the intervention was acceptable. Conclusions: Our results show that implementing a BH educational program for rural adolescents in low-income communities is feasible and acceptable, and that such a program can increase their knowledge on BH. Our next planned step is to assess intergenerational transmission of the information to the students’ female relatives.

An educational strategy for improving knowledge about breast and cervical cancer prevention among Mexican middle school students

IntroductionPrevention programs have not achieved the expected results in preventing mortality from breast and cervical cancer in Mexico. Therefore, we propose a complementary strategy. MethodologyAn educational strategy for high school students in Mexico (2011–2013) was designed (longitudinal design, two measurements and a single intervention). The postintervention assessment included: 1) knowledge acquired by students about cancer prevention and 2) The performance of the student as a health promoter in their household. The strategy was based on analysis of cases and developed in three sessions. An assessment tool was designed and validated (Test–Retest). The levels of knowledge according to the qualifications expected by chance were determined. Wilcoxon test compared results before and after intervention. ResultsAn assessment instrument with 0.80 reliability was obtained. 831 high school students were analyzed. Wilcoxon rank-sum test showed a significant learning after the intervention (Z=−2.64, p=0.008) with improvement of levels of knowledge in a 154.5%. 49% of students had a good performance as health promoters. ConclusionsThe learning in preventive measures is important to sensitize individuals to prevention campaigns against cancer. This strategy proved to improve the level of knowledge of students in an easy and affordable way.

Violent victimization and drug involvement among Mexican middle school students

To answer the following research questions: (a) is there an association between violent victimization and exposure to opportunities to use marijuana, inhalants and cocaine and (b) is there an association between violent victimization and actual drug use among youth with drug-using opportunities? Cross-sectional survey. Two middle schools located in the Historic Downtown area of Mexico City. The entire body of students (n = 767; mean age 13.8 years, 52% males). Qualitative research was used to develop questions on drug exposure opportunities and violent victimization. Standardized questions on life-time alcohol, tobacco, marijuana, inhalant drugs and cocaine use were also included, as well as questions on violent victimization and other covariates. One-quarter (25%) of students had an opportunity to try marijuana, inhalant drugs or cocaine; 35% who had an opportunity actually used at least one drug. In this sample, 59% had been victimized violently. Youth who had been victimized had greater odds of opportunities to use drugs compared to those who had not been victimized [adjusted odds ratio (OR) = 3.8; 95% confidence interval (CI), 2.4, 6.1]. Once exposure opportunity is taken into consideration, no association was evident between violent victimization and actual drug use (adjusted OR = 0.9; 95% CI, 0.4, 2.1). It is possible to trace back the association between violent victimization and drug use to differences in exposure to opportunities. Limitations considered, this study suggests interventions to improve micro and macro contexts, such as families, schools and communities, so young people can have better places to live and develop.

Moving From the ESL Classroom into the Mainstream: An Investigation of English Language Anxiety in Mexican Girls

Using a recently developed instrument, the ELAS (English Language Anxiety Scale) based on the Foreign Language Classroom Anxiety Scale, this study examines English language anxiety in Mexican middle school girls. Of 178 middle school students (91 boys and 87 girls), it was shown that while there is no gender difference in ESL classes, girls are significantly more anxious about using English in their mainstream classes. This difference is partially explained by the different types of English language anxiety that manifest in ESL and mainstream classes. Various statistical procedures including ANCOVA and factor analysis support the conclusion that as ESL students move from ESL to mainstream classes their English language anxieties shift from academic types of worry to peer interactional concerns in which female students seem to feel more stress. Recommendations for teachers include the use of affective assessments, such as the ELAS, prior to complete mainstreaming and the development of safer group activities in which girls feel more comfortable.