Regular Education Students Research Articles

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

A Screening Instrument for Trauma-Related Behavior Among Young Primary School Students: Development and Validation of the RaPTOSS

This article reports on the development and psychometric evaluation of a new teacher observation instrument to systematically assess young primary school students’ well-being and detect potential indicators of psychological trauma, the RaPTOSS: Risk and Protective factors Trauma Observation School Situations. The RaPTOSS is developed specifically for preschool and early primary school teachers, because of the limited abilities their young students have to verbally reflect and report on their well-being and stressful experiences. We examined the factor structure, internal consistency, convergent validity and criterion validity of the RaPTOSS in a sample of 406 4- to 8-year-old regular education students. Exploratory factor analyses yielded a four-factor structure for the risk items with the following factors: Withdrawn, Dysphoria, Destructive and Inattentive. The protective factor items revealed a four-factor structure closely aligning the theoretical factor structure: Safety and Relations, Self-Image, Everyday Life and Self-Regulation. All factors exhibited good to excellent internal consistency. Correlations between the RaPTOSS and existing measures of psychosocial well-being without a specific focus on trauma-related behavior demonstrated good convergent validity. Criterion validity was supported, as indicated by moderate to large positive correlations between teacher worries about a student and RaPTOSS risk factors, and moderate to large negative correlations between teacher worries and RAPTOSS protective factors. We conclude that the RaPTOSS is a promising measure for trauma-informed teaching and research, although future research is needed to establish its psychometric qualities in specific samples such as children diagnosed with PTSD and refugee children.

Math anxiety in Peruvian students of regular basic education: A Descriptive Study

Introduction: math anxiety among secondary school students is a widely studied and recognized phenomenon in the educational community. This emotional disorder can hinder learning and affect students' emotional well-being. Objective: to describe the level of math anxiety in a sample of Peruvian regular basic education students. Methods: quantitative, non-experimental, and cross-sectional descriptive study. The sample consisted of 150 students of both sexes who were administered the Mathematics Anxiety Questionnaire, an instrument with adequate metric properties. Descriptive statistics were used for analysis. Results: the level of math anxiety for 63,3 % of students was moderate, for 26,7 % it was low, for 6 % it was high, for 3,3 % it was very low, and for 0,7 % it was very high. When evaluating the dimensions of attitudes, emotions, and beliefs, it was found that they were also predominantly rated at the moderate level. This means that the majority of students occasionally feel concern, nervousness, or tension when facing situations related to mathematics in the classroom. Conclusions: the level of math anxiety experienced by the majority of Peruvian regular basic education students is moderate. Therefore, it is suggested to implement emotional support programs that provide tools for managing anxiety, as well as teacher training to identify and support students so they can effectively cope with it.

Efectos del uso de teléfonos inteligentes Smartphone en los estudiantes de educación básica regular

Smartphones in recent years have generated an impact throughout the world, especially in student learning, which is why we have focused this study on the students of the educational institution No. 80819 Francisco Lizarzaburú, El Porvenir district, Trujillo province. , La Libertad region whose title is: Effects of the use of smartphones in regular basic education students, since these devices have generated a great impact on human endeavor, especially learning. With the irruption of smartphones, the transformation in education has accelerated, and particularly in regular basic education students who are challenged by these ICTs. Students

PENGUATAN SENSITIVITAS ETIS MELALUI INTEGRASI NILAI MORAL PADA MAHASISWA PENDIDIKAN EKONOMI

scholarly moral or ethical behavior. The purpose of this study is to discuss the issue of ethical sensitivity among economic education students who are taking introductory accounting lessons that are integrated with the moral value of honesty in learning through ethical discussions of world-famous real cases that are relevant to financial reporting material in order to increase students' ethical sensitivity. The survey method was employed in this study. Student surveys and observer assessments are used to test ethical sensitivity. The survey was given to 148 regular and APK economic education students. Descriptive analysis with means and percentages is used in data analysis. According to the findings of the study, the small group discussion technique of genuine ethical cases related to firm financial reporting increased students' ethical awareness, with the average student answer increasing by 5.16% and the average observer assessment score increasing by 2.8%. These findings suggest that including moral honesty standards into effective group discussions on situations of ethical infractions in financial reporting raises students' ethical awareness. This demonstrates that ethical sensitivity is being strengthened, which is the foundation for the shaping of students' ethical/moral behavior.

Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3

Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) settings. We investigated the feasibility, implementation, and benefits of a whole-school mindfulness curriculum (MindUP) in an urban elementary school. This study is unique in that it investigated how to implement mindfulness curriculum within both general education and EBD student populations. Participants included 55 staff and 436 students. This study used a concurrent mixed methods design. The qualitative data included interviews, informal focus groups, and participant feedback, and the quantitative data included participant satisfaction surveys and teacher assessment of student behaviors before/after the curriculum. While implementing MindUP, teacher feedback was incorporated to adapt the program (e.g., decrease lesson length, provide supplemental child-friendly breathing activities). Qualitative data indicated the adapted MindUP program improved school climate and aided teachers with teaching coping skills, especially breathing techniques, to help their students self-regulate when stressed. Data indicated students in regular education improved in their aggression/disruptive behaviors, concentration/attention, and social/emotional competence, whereas students in the EBD program only improved in their aggression/disruptiveness (effect sizes 0.15 to 0.51). An adapted MindUP curriculum was accepted, implemented, effective, and sustainable in both the general education and EBD settings. The program helped students learn mindfulness-based coping strategies with breathing being the most beneficial mindfulness intervention for managing and reducing student stress and for creating a calmer school climate.

Examining the Relationship between Environmental Education and Pro-Environmental Behavior in Regular Basic Education Students: A Cross-Sectional Study

In recent decades, a series of environmental problems such as pollution, climate change and the loss of biodiversity are being perceived. Given this context, the need to implement strategies arises, such as environmental education, to mitigate the mentioned problems. Therefore, the objective of this research was to determine if environmental education is related to the pro-environmental behavior of regular basic education students in the Peruvian Amazon. The research approach was quantitative, the design was non-experimental, and the scope was cross-sectional correlational. The sample was obtained of 293 students of the seventh cycle of regular basic education who were administered the Environmental Education Questionnaire and the Environmental Behavior Questionnaire, instruments with adequate metric properties. According to the results, the students were characterized by perceiving that the environmental education that was implemented in the educational institutions was partially adequate. Similarly, pro-environmental behavior was found to be unusual. On the other hand, it was found that the Pearson correlation coefficient between both variables was 0.877, and the p-value was below the significance level (p < 0.05). It was concluded that there is a direct and significant relationship between environmental education and the pro-environmental behavior of regular basic education students in the Peruvian Amazon.

Towards the development of prosocial behavior in students through the use of video games

Currently, in the information and knowledge society in which we live, the use of video games has become widespread among children and adolescent students. Given this reality, we wonder to what extent the use of video games helps to develop the prosocial behavior of students, so as to encourage Solidarity and Help Response, Perspective Taking, Altruism and Assistance among students. The objective of the research is to measure the efficacy of the treatment given through video games in the prosocial behavior of students in Regular Basic Education. The methodology applied is quasi-experimental through the application of the video game Sandbox Minecraft in students, a pre-test and post-test was applied that considers a Prosocial Skills Scale for Adolescents (EHP-A): Solidarity and Help Response, Perspective Taking, Altruism and Assistance among students. It allowed to measure the students' prosocial behavior. Five game sessions were developed with personalized dynamics in the Sandbox Minecraft video game in its multiplayer mode. The results show that the dynamics applied through the five game sessions were able to improve and increase solidarity and Help Response, Perspective Taking, Altruism and Assistance among the students. In conclusion, the short-term effectiveness of the use of the Sandbox Minecraft video game to improve prosocial behavior in students is demonstrated. Keywords: Video game, Sandbox, Minecraft, behavior, prosocial, education, learning

Comprehensive sexual education program for the prevention of adolescent pregnancy in regular basic education students. Sechura 2022

El presente artículo : “Programa de Educación Sexual Integral para la Prevención del Embarazo Adolescente en Estudiantes de Educación Básica Regular, Sechura, 2022”, se investigó desarrollando un enfoque cualitativo de tipo descriptivo cuyo diseño es no experimental, pues el problema de la investigación se centra en la siguiente interrogante: ¿Es posible desarrollar un programa de educación sexual integral para prevenir el embarazo adolescente en estudiantes de Educación Básica Regular – EBR en la provincia de Sechura? Cabe destacar que la situación respecto al problema de los embarazos adolescentes constituye un problema que afecta la salud pública de nuestra sociedad; por ello expreso mi especial interés en abordar este problema, ya que para aportar en su solución tiene que ver mucho con el tema educativo.
 El diagnóstico realizado nos muestra que existe una amplia desinformación sobre este tema, los adolescentes desconocen el significado del término sexualidad; así como también no son conscientes de los peligros que encierra el hecho de mantener relaciones sexuales sin la debida protección. Por otra parte, desconocen del uso de los métodos anticonceptivos a pesar de que la gran mayoría de adolescentes inician su despertar sexual entre los doce y trece años de edad.
 La investigación propone la realización de un programa de intervención el cual se aplicará de manera extracurricular, con la finalidad de poder generar cambios significativos en la colectividad: estudiantes y padres de familia. Para el cumplimiento de tal efecto se requiere de la participación comprometida de los tutores y docentes quienes tendrán la responsabilidad de poder aplicar la presente propuesta.

ГІГІЄНІЧНІ ОСОБЛИВОСТІ ХАРЧУВАННЯ ДІВЧАТ З НАДЛИШКОВОЮ МАСОЮ ТІЛА ПІД ЧАС ОЗДОРОВЧИХ ЗАНЯТЬ ШЕЙПІНГОМ

The article theoretically and experimentally substantiates the hygienic value of nutrition during health shaping classes aimed at normalizing body weight in the studied persons. The main goal of the proposed method was to normalize the weight of female students, strengthen their health, increase interest and involve female students in regular physical education and health classes through the use of shaping tools. The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established. An own version of the correction of the actual diet of the researched subjects is given, using the example of the daily diet of female students, taking into account the identified shortcomings. A comparative analysis of the anthropometric indicators of the studied female students was carried out. The anthropometric research data obtained at the beginning of the experiment, namely the determination and analysis of body weight, body mass index, waist-thigh index, abdominal circumference, body fat content by body mass index level, revealed the presence of excess body weight in the studied female students. The analysis of the data obtained in the course of scientific research made it possible to draw the following conclusions. Deficiencies in the nutrition of the studied girls were revealed. The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established. An own version of the correction of the actual diet of the researched subjects is presented, using the example of the daily diet of female students, considering the identified shortcomings. The effectiveness of the use of shaping classes with the observance of nutritional correction of female students who have excess body weight has been confirmed experimentally, which was manifested in positive dynamics in the anthropometric indicators of girls. We observe positive changes in indicators: body weight; total thickness of subcutaneous fat folds; body fat content according to body mass index.

Good environmental practices to develop environmental awareness in basic education students

The research entitled Good environmental practices to develop environmental awareness in basic education students, the purpose of the research was to determine the influence of good environmental practices in the development of environmental awareness in regular basic education students. The research is developed under the positivist paradigm, type of applied study, hypothetical-deductive research method, quasi-experimental experimental design , the dependent variable was environmental awareness that was measured through a questionnaire with four conative, affective, cognitive and active dimensions, the sample consisted of 124 students of basic education secondary level. For the results, the U-Mann- Whitney = 255,000 was used; z= -8,336 and ρ = 0.000. It was shown that the program of good environmental practices improves the environmental awareness of high school students in regular basic education, therefore it is concluded that environmental awareness goes far beyond nurturing knowledge, feelings, behaviors or intentions , as isolated elements. , it requires a structuring process that favors its persistence over time and is reflected in development and social action.

The canva platform and meaningful learning in regular basic education

Given the prevailing need to determine which of the educational platforms is best suited to the educational needs of high school students in regular basic education, the present study had the general objective of analyzing the relationship between the use of the Canva platform and learning. significant in regular basic education. It focused on a basic quantitative methodology, non-experimental design and cross-sectional correlational study level. The study population was considered to be 75 high school students from the institution studied , establishing the same number of students as the sample . The techniques and instruments to collect information were the survey and questionnaires on a Likert scale. It was concluded that the use of the Canva platform is located at a high level in interactivity with 66.7%, in virtual resources (88.7%), flexibility (90.7%) and training action 74.7%. In relation to the significant learning of the students, it was at a high level with an average of 63.6% in its different dimensions: motivation, understanding, functionality and active participation. Finally, it was determined that there is a positive mean relationship (0.446) between the use of the Canva platform and significant learning.

Effect of the "Common House" program on the ecological awareness of regular basic education students in Lima

This research shows the benefits of applying the innovative program "Common House" that allows students to develop knowledge, attitudes and behaviors that demonstrate and consolidate a fraternal relationship with Sister Nature. Fourteen sessions were held in the experimental group and there was a control group that served to compare the impact of the program. The sample consisted of 50 high school students from an Educational Institution in Lima. To measure the level of ecological awareness, a Likert scale was created that was validated by expert judgment and reached a reliability of Cronbach's Alpha = .910. The results of the program were estimated by the non-parametric rank statistic of U Mann Whitney (p < α = 0.05). It is concluded that the “Common House” program is effective in developing levels of ecological awareness in secondary school students.

Health fitness as a means of formation in students of conscious motivation to physical activity

The article is devoted to finding new, effective ways to involve students in regular physical education and sports on the example of the use of health fitness. The expediency and significance of the introduction of health fitness in the educational process as one of the innovative types of physical activity in classes with female students is considered. It is emphasized that one of the main problems of physical education in higher education is insufficient interest of student‟s sports in general. Therefore, between the formation of a harmoniously developed, physically healthy personality of a young specialist and their lack of motivation for physical activity, there are contradictions and there is a problem, the solution of which is possible only with a change in the format of physical education classes. The urgency of the topic is due to the need to develop a health fitness program for the use of physical education teachers in physical education classes in Institutions of higher education. The problem of motivation among students is considered from a pedagogical, methodological and organizational point of view. Research of a number of works. However, a special pedagogical approach aimed at enhancing learning is possible only with the introduction of new forms and technologies, and the application of the principle of accessibility of educational material and the use of individual approach - is mandatory.
 Classes in any type of physical activity requires a special pedagogical campaign and special attention of teachers. This approach is based on the intensification of learning through the introduction of new forms and technologies, the principle of accessibility of educational material, an individual approach, self-education and self-education. This will increase and maintain interest in classes, activity during them, forming a conscious motivation.
 Modern analysis of the educational process, questionnaires, test results, pedagogical observations allow you to find and suggest effective ways to intensify training. The influence of health fitness classes on motivation, physical fitness and health status of female students is revealed. As a result of research it was concluded that the use of health fitness program in classes at the Law Academy helps to increase physical fitness, activity and interest of students, strengthen their health and the formation of conscious motivation for physical activity.

Program improving autonomy and scientific research in remote education

Students in Regular Basic Education have shown some difficulties in developing autonomy during their learning sessions; however, this situation increased when remote education was implemented, due to mandatory confinement, caused by the emergence of Covid 19, an alternative had to be sought, which allowed solutions to this situation to be provided. It was formulated as a study objective was to implement a Program improving autonomy and scientific research in remote education. The method used was a quantitative approach, with experimental design, a population of 84 students from the I.E. Celso Lino Ricaldi was used, a program was applied in ten sessions, resulting after its implementation, in the post test that 35.71% of the control group and 67.86% of the experimental group are at the level achieved. This data led to the conclusion that the programme implemented has positive effects on the autonomous learning and scientific research of the chosen educational institution.

Aggressiveness, Impulsiveness, and the Use of Alcohol and Drugs: Understanding Adolescence in Different Contexts

This study aimed to compare impulsivity, aggressiveness, and alcohol and drug use in 115 male adolescents aged 14 to 17 years. The study have four groups as follows: (1) juvenile offenders (n = 30), (2) students in regular public education (n = 30), (3) athletes in a soccer team (n = 30), and (4) students at a military school (n = 25). The instruments used in this research were a questionnaire about substance use, the Barratt impulsiveness scale for young people, and the State-Trait Anger Expression Inventory. The results indicated that juvenile offenders had higher levels of anger feelings and impulsivity compared with other groups. Although the groups did not differ in terms of alcohol experimentation, those who had already consumed alcohol presented higher scores on impulsivity and aggressiveness. Adolescents who had already tried drugs scored higher on impulsivity for non-planning and inward anger. In comparison with being detained in a juvenile offender regime, intense sports practice was associated with lower level of anger and studying in a military school with lower motor impulsivity. Results demonstrate that both aggressiveness and impulsivity may be risk factors in youth and may increase the incidence of violent behavior and drug use.

Effect of the API Program on the Scientific Inquiry of students in regular basic education in Lima

Effect of the API Program on the Scientific Inquiry of students in regular basic education in Lima

Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED, little research has examined how students who experience de-identification fare with regard to academic or behavioral outcomes. To our knowledge, this is the first study to examine the relationship between ED de-identification and student outcomes in the United States. The study uses longitudinal, administrative data to estimate the relationship between special education de-identification from ED and both academic and school discipline outcomes. Results of regression models with a variety of fixed effects, including student fixed effects, suggest that students who are de-identified have higher academic achievement after de-identification and a lower probability of experiencing an in-school suspension (ISS). Results for out-of-school suspension (OSS) are mixed. The results suggest that appropriately timed exit from special education services for students with ED who have been determined by individualized education program (IEP) teams to be suitable for de-identification is unlikely to harm students academically but that extra attention to OSS may be needed. The results point to the need for more attention to de-identification.

Students’ experiences with different learning pathways to higher professional bachelor programmes

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.

Students’ experiences with different learning pathways to higher professional bachelor programmes

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.