Schools In Lima Research Articles

Involvement of the student in their learning: Effects of formative assessment on competency development

The study aimed to establish the influence of formative assessment on the attainment of scientific and technological competencies in a school in Lima, Peru. We formulated and subsequently tested hypothesis of the positive impact of formative evaluation on science and technology competencies. The authors used the questionnaire associated with formative evaluative practices and to measure the development of competencies gradings of 116 second-grade high school students. It was found that formative assessment significatively influences the development of scientific and technological competencies, predicting a 0.708 increase in educational outcomes (pseudo R-squared Nagelkerke). This influence on competency attainment was examined through regression analysis. It was concluded that formative assessment, along with all its dimensions, influences the achievement of competencies related to science and technology. We recommend that its implementation in classrooms should receive greater dissemination.

The effect of an educational video game on high school students’ motivation, self-efficacy and knowledge in a History course

The purpose of this study was to explore the effects of an educational video game on high school students’ motivation, self-efficacy and knowledge. The game tells the story of Mariano Melgar, a Peruvian thinker, patriot and hero. The authors used a quasi-experimental design and conducted pre- and post-tests to estimate the effect of the video game. The sample consisted of 67 students from two schools in Lima. The students were randomly assigned to one of two conditions: playing a video game or watching a documentary. Results show that playing the video game was more effective in increasing students’ knowledge, whereas watching a documentary increased demotivation and decreased self-efficacy through vicarious experience. In view of this, it is important to explore further video games’ usefulness as educational materials.

Association between cardiovascular risk and maternal perception of BMI in Peruvian schoolchildren.

In the modern era, the maternal perception of children's nutritional status has emerged as a critical area of study, given its potential influence on nutritional interventions and long-term child health. The relationship between this perception and children's Body Mass Index (BMI) by age is particularly intriguing, as it may reveal discrepancies between perception and reality. The aim of this study was to evaluate Peruvian mothers' perception of their children's Body Mass Index (BMI) in relation to age and to determine how this perception associates with the children's cardiovascular risk. The study also analyzed sociodemographic factors that might influence this perception. The study included 130 mothers of schoolchildren aged 5 to 11 from a school in Lima. Mothers' perceptions of their children's weight were assessed using pictograms, and sociodemographic characteristics were collected through a questionnaire. Weight and height measurements were taken to calculate BMI, and waist circumference was measured to classify cardiovascular risk. A total of 57.4% of the schoolchildren presented with excess malnutrition, and 51.5% of the mothers incorrectly classified the actual BMI/Age of their children (kappa 0.11; p ≤ 0.05). Additionally, it was found that the schoolchild's age is associated with the mother's failure to accurately perceive her child's weight (OR 1.59). Lastly, there was a significant association between maternal perception and cardiovascular risk (p ≤ 0.05). There is a significant discrepancy between maternal perception and the actual nutritional status of children, which can increase cardiovascular risk. It is necessary to implement intervention and education strategies targeted at parents to enhance the recognition and management of childhood overweight and obesity.

Using the Moodle Platform in the English Reading Comprehension of Students at a Higher Education Military School

The use of virtual educational platforms has experienced a remarkable increase in the academic field, offering innovative tools that enhance the quality of teaching and the learning process. The objective of the research was to determine the influence of the use of the Moodle platform on the English reading comprehension of students in a higher education military school. The study was a basic, causal correlational, non-experimental, cross-sectional design. The population included 1.341 students from a military school in Lima, Peru, and the sample consisted of 300 students selected by random probability sampling. The results showed that the use of the Moodle platform has a regular performance (45.7%), while English reading comprehension is in process (39.7%). It was concluded that the use of the Moodle platform has a significant influence on English reading comprehension, being this influence high (Nagelkerke’s R2 = 0.808).

Resilience in adolescent schoolchildren in a public school in Lima

This study evaluates resilience in adolescents by addressing different key factors for relevance in their school environment, which is why the objective of the research is to determine resilience in adolescent schoolchildren from a public educational institution in Lima. It is a quantitative, descriptive, cross-sectional and non-experimental study; conformed by a population of 495 participants who filled out a survey of sociodemographic data and the Connor and Davidson resilience scale. In their results, 45,5 % (n=225) of the schoolchildren had high resilience, 46,1 % (n=228) medium resilience and 8,5 % (n=42) low resilience. In conclusion, it is advisable to formulate different strategies that allow the implementation of development programs on socioemotional skills in adolescents

Emotional Competencies and Teaching Practice in the Reopening of Peruvian Schools After the COVID-19 Pandemic

Purpose: The transition from virtuality to face-to-face classes, in the post-Covid-19 pandemic process, required an academic look at how teachers were adapting to the reopening of schools. The purpose of this study is to determine the relationship between emotional competencies and teaching practice in this process. Method: The methodology with quantitative route and correlational scope was used, two instruments were built for both study variables, which were administered to a sample of 141 teachers belonging to Regular Basic Education schools in Lima. Results and conclusion: The statistical processing allowed to conclude that there is a high positive relationship between emotional competencies and teaching practice during the reopening of Peruvian schools after the Covid-19 pandemic, considering the Rho Spearman coefficient of 0,757. It is in this sense, teachers making use of their abilities and skills should use emotional competencies in their educational community. In addition to making use of all the resources to improve their professional performance. Research implications: The teaching practice implies professional performance, has as its center the integral formation of the student, providing them with the necessary curricular contents and an education in values. Originality/value: This questionnaire had 28 items. Both instruments went through expert judgment and reliability with a Cronbach's Alpha value of .953 and .942, respectively. It was also shown that they are highly reliable for the application.

Práctica docente centrada en el desarrollo de habilidades Metacognitivas

The purpose of this study was to determine the existing level of teaching practice focused on the development of metacognitive skills in teachers of public and private educational institutions in Lima, as well as the existing differences between the associated factors, according to gender, academic grade, work situation and educational level where they work; due to the constant social changes that occur in the global context, teachers are required to manage appropriate and relevant strategies that promote the achievement of learning and autonomy of students. This study was quantitative, non-experimental, descriptive and comparative. The Teaching Intervention Scale oriented to Promote Metacognition in the Classroom (EIDOPMA) proposed by Romo et al. (2020), was the instrument, which was applied through a Google form, the sample group consisted of 384 teachers from public and private schools in Lima. The research shows that there were no significant differences in the metacognitive practice of teachers according to gender, academic grade, work situation and educational level; however, descriptively there are some differences.

Media literacy to identify fake news. Case study with fourth-year high school students from a school in Lima

Media literacy to identify fake news. Case study with fourth-year high school students from a school in Lima

Association of breastfeeding duration with the development of non-nutritive habits, and transversal and vertical occlusal alterations in preschool children: A cross-sectional study.

Breastfeeding has multiple nutritional, immunological and psychological benefits, as well as a positive influence on the development of the stomatognathic system. The present study attempted to determine the relationship between the duration of breastfeeding and the development of non-nutritive habits, and transversal and vertical occlusal alterations in preschool children. This cross-sectional study involved 155 preschoolers aged 2-5 years from 3 public schools in Lima, Peru. The sample was divided into 2 groups with regard to the duration of breastfeeding: group A (n = 50) included infants that had been breastfed for up to 6 months; and group B (n = 105) included infants that had been breastfed for 6-12 months. Two trained and calibrated dentists evaluated each group, and clinically determined the presence or absence of transversal or vertical occlusal alterations. Likewise, the children's parents or caregivers were consulted to determine the development of non-nutritive habits. A significant association was found between breastfeeding duration and the development of the oral breathing habit; groups A and B showed a prevalence of 30.0% and 16.2%, respectively (p = 0.048). Likewise, breastfeeding duration affected the appearance of oral breathing (OR (odds ratio) = 0.84; 95% CI (confidence interval): 0.74-0.96; p = 0.011). Furthermore, the use of a bottle for more than 24 months significantly influenced the appearance of oral habits (OR = 3.55; 95% CI: 1.20-10.55; p = 0.022) and open bite (OR = 12.12; 95% CI: 1.16-126.31; p = 0.037). Breastfeeding duration of 6-12 months was shown to be a protective factor in preventing the appearance of oral breathing. Posterior crossbite (PCB), open bite and deep bite seemed not to be influenced by breastfeeding duration. However, the use of a bottle for more than 24 months significantly influenced the appearance of anterior open bite.

Media Literacy in Peru: Reflections and comparisons on a 10-year journey

This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru. To understand the study’s results in this 10-year comparison, the context surrounding the study is examined, including Peru’s approach to national standards and curriculum and the Center for Media Literacy’s frameworks for media literacy. Although technology, especially social media, advanced dramatically during this 10-year period, students continued to demonstrate that they doubt the media. However, the paradigm that has prevailed in Peru has been to provide technology to schools instead of promoting media literacy in the curriculum or in teacher training, ignoring Latin American tradition of educommunication. After initial promising results for students’ understanding Core Concepts of media literacy, later results in 2019 show that these Concepts were not retained, nor was teacher training reinforced. The combination of more teacher training and incorporating media literacy into the national curriculum can be powerful drivers for introducing media literacy into the education system of Peru. This article, based on survey results from three Lima-based private schools, contends its importance and urgence, over all in the context of global Covid-19, which has forced school lockdowns for almost two years, increasing Peruvian children’s exposure and interaction with media.

The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children

A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.

Correlation between stress and lifestyle in teachers at some schools in Lima, Peru, during telework in 2020.

Stress and unhealthy lifestyle are serious problems in public health and education, particularly due to their significant relevance in the context of the COVID-19 pandemic. To determine the correlation between stress and lifestyle in teachers at some schools in Lima, Peru, during telework in 2020. This observational, quantitative, analytical, cross-sectional study was conducted in 217 school teachers from Lima. Lifestyle was measured using the FANTASTIC questionnaire; stress was measured using the Teaching Stress Scale (ED-6), comprised of the anxiety, depression, maladaptive beliefs, work pressure and poor coping dimensions. The Spearman correlation between numerical variables, and the difference of the FANTASTIC score according to the categorical variables, were analyzed with the Mann-Whitney U test or Kruskal-Wallis test, as necessary. Multivariable analysis was done with a multiple linear regression model to find raw and adjusted β (βa). The median of the ED-6 scale was 81 (RI: 64-105). Sixty-four percent of the teachers had a good-excellent lifestyle; 27.2%, regular; and 8.49%, bad-dangerous. The FANTASTIC score had an inverse correlation with ED-6 (βa: -0.16, 95%; CI: -0.20 to -0.12) adjusted for age and cohabitation with children. Likewise, teachers between 40 and 49 years old (βa: 2.89, 95%; CI: 0.17 to 5.62) had a better lifestyle; and teachers who lived with children (βa: -5.48, 95%; CI: -7.89 to -3.06), a worse lifestyle. As stress increased, the lifestyle quality worsened in teachers at some schools in Lima, Peru, during telework in 2020.

Development of Soft Skills from Out-of-School Experiences in Peru. Learnings from Non-Profit Organizations’ Activities in Public Schools in Lima

This research aimed to examine the enhancement of soft skills in public education in Peru through analysing non-profit organisations’ techniques at the school level. The objectives were (a)To understand how the quality of education in Peruvian public schools assures the development of soft skills, (b)To explore the potential of non-profit organisations in supporting the development of soft skills in public schools. Interviews with three non-profit organisations and a government official, alongside reports, were analysed based on an OECD model. The findings include government initiatives that indirectly develop soft skills, but management issues might lead to teacher-centred rather than student-centred methodologies, deterring skills development. Unfriendly environments characterise vulnerable areas for skills development; non-profits become supportive disruptive spaces to cultivate values, ethics, and skills. The discourse analysis concludes that, despite their small scope, they mainly develop collaboration and task performance skills, impacting career decisions, families and communities. Non-profits employ a playful and concrete methodology that fosters the development of soft skills, but which is difficult to implement in public schools due to a lack of resources and school management. Further research should explore non-profits’ impact on skills development. This study is a pioneer in this field in LATAM.

The foodscapes of children and adolescents attending schools in Lima, Peru

Foodscapes are the sum of all places where food and eating are actualized, as well as the institutional arrangements, discourses, cultural practices, trends and meanings that shape the relationship between individuals and food. However, limited research is available on how the different elements of foodscapes (physical, social, institutional) interact to influence children's and adolescents' eating behaviors. The aim of this study was to identify and characterize the factors influencing Peruvian children's and adolescents' practices around food, focusing on the systemic and complex nature of eating. We conducted non-participant observations inside and around two schools—one public and one private—located in Lima, Peru, for an entire school-week, and interviewed 44 parents/caregivers of children and adolescents, ages 6–16. Qualitative content analysis was developed, as its iterative and reflective nature allowed for evolving understandings of the data. Results showed that individual attributes (SES, age and gender) interact with individual agency, the physical environment, parental and peer influence, to determine differentiated food-related outcomes of children and adolescents. Moreover, the state-wide law aiming to protect children's and adolescents' health and nutrition seemed to partially influence the eating practices of parents and children at school and at home. This study is unique in its kind, as existent research has mainly focused on the effects of foodscapes on children and adolescents in Western countries, while research in the Global South, such as Peru, remains mostly underdeveloped. Moreover, this study, unlike previous ones, intends to systematically understand how foodscapes shape children's and adolescents' eating practices.

Dental caries and academic performance in schoolchildren from a Peruvian public educational institution

Objective: To compare the prevalence of dental caries through the DMFT /dmft index with the low academic performance in schoolchildren at a public school in Lima. Methods: Observational, analytical, cross-sectional, prospective design. The sample was made up of schoolchildren aged 10 to 12 from the Fortaleza de Vitarte Educational Institution N o . 1239, from the period 2019. The sample size was made up of 136 schoolchildren who met the inclusion criteria. Dental evaluations were performed after dental hygiene and a record of the odontogram was taken using the DMFT / dmft index, to determine the presence of dental caries. Likewise, the record of grades was collected to obtain academic performance. Results: A high prevalence of dental caries was found in schoolchildren (94.9%), with moderate lesions prevailing (36.8%) compared to healthy teeth (5.1%). Likewise, the prevalence of carious lesions in children aged 11 years (50.7%), followed by 12 years (26.5%) and 10 years (22.8%), an increase is observed between the ages of 10 years and 11 years. In addition, a low academic performance of (10.3%) was presented, being the distribution in males (6%) and in females (3.7%). It was found that the DMFT +dmft are homogeneous in approved children and children with low performance both in age and sex, meaning that there is no statistically significant difference between both variables (p> 0.05). Conclusion: Despite the high prevalence of dental caries, it does not show a correlation with low academic performance in schoolchildren aged 10 to 12 according to the DMFT / dmft index.

Does Education Increase Risk Aversion in Households? Some Evidence Using Artefactual Experiments in Peru

We provide empirical evidence supporting a causal link between education and risk attitudes when using representative data from representative surveys and artefactual or lab-on-the-field experiments in Lima, Peru. We employ three standard experimental measures of risk attitudes and find that each is positively correlated with years of education. Furthermore, we suggest that this relationship may be causal as we take advantage of an identification strategy that exploits an exogenous boom in the construction of new schools in Lima, providing evidence that more education may increase risk attitudes. Our findings are further confirmed when applying a broad set of robustness tests.

Assessment of an Educational Intervention to Improve Healthy Life Habits in Children Living in Vulnerable Socioeconomic Conditions.

Nutritional condition impacts academic performance and cognitive development. In Peru, the prevalence of chronic undernutrition in children is 6.9%, increasing the risk of mortality and morbidity. This study aimed to develop an educational intervention to achieve an improvement in the healthy habits of children in a primary education school in Lima who live in vulnerable socioeconomic conditions. We conducted a prospective quasi-experimental pre-test and post-test study of an educational intervention. The information was collected through the adaptation of the WHO questionnaire “Global School-based Student Health Survey” (GSHS), with anthropometric variables, socioeconomic level, hygiene and eating habits. One hundred eight students from 5 to 13 years old from Arenitas del Mar School in Lima (Peru) participated. The educational intervention improved eating habits. Fruit and vegetable consumption 3 or more times/day (50.9%) increased after the educational intervention (49% vs. 62.9%,) p < 0.0001. There was an improvement in hygiene habits, such as the frequency of handwashing with soap (32.4% vs. 63.9%) and the frequency of weekly bathing 4–6 times/week (25% vs. 47.5%) p < 0.0001. The educational intervention promoted better healthy living behaviors, eating habits and hygiene. This kind of initiative is a crucial tool to establish healthy living habits.

Cross-Sectional Study: Aggressive behavior in fifth year high school students of peripheral schools of Lima, Perú

BACKGROUND: Aggression among schoolchildren is a growing problem, affecting their educational, social and cultural well-being. In this context, aggression has become an aim of study for Social Sciences, from various approaches. The intensity of this problem negatively impacts on children and adolescents lives. Numerous studies report that events of violence and/or aggression in schools can generate physical and emotional damage to schoolchildren, learning difficulties due to post-trau-matic stress disorder, demotivation, absenteeism and school dropout. The aim of this study was to establish the level of aggression in fifth-year high school students from high schools in Lima, Peru. METHODS: Descriptive, cross-sectional, quantitative exploratory study. The Buss and Perry, Aggres-sion Questionnaire was applied and adapted to the context. The content validity was obtained with Aiken’s V coefficient (0.80) for each item and dimension. The Kolmogorov- Smirnov normality test was used for data analysis. Data is presented in charts, with frequencies and percentages. RESULTS: The study was applied to a sample of 274 adolescents, aged 15 to 18 years. High levels of aggression were found in the students (54.8%; High aggression level: 38.6%, very high aggression level: 16.2%), with a predominance in the male group (43%), compared to 34% in women. Regarding the aggression dimensions, we found high levels, in verbal aggression (40%), followed by physical aggression and hostility (38%) and finally anger (37%). CONCLUSION: After data processing, high levels of aggression were found among fifth-year high schools students from peripheral areas of Lima. Regarding gender, a predominance of high-level aggression was found in males over females. About aggression dimensions, we found a high level of verbal aggression, followed by physical aggression and hostility, finally by anger. KEYWORDS: BEHAVIOR, AGGRESSION, TEENAGER, ANGER, HOSTILIT

Food and beverage supply and advertising in schools and their surroundings in Metropolitan Lima. An exploratory study.

This study aimed to describe the supply and advertising of foods and beverages both inside educational institutions and in their respective local areas in 15 public and private schools in Lima during 2019. Unbiased observations were recorded regarding the types of food available, the presence of octagons, and advertisements used in kiosks and cafeterias. Mobile food vendors were observed at the end of the school day. All schools offered processed products, 73.3% sold food with octagons, and 60% displayed advertising for processed and ultraprocessed foods. Mobile food vendors were observed in 86.7% of schools, several of which were found to sell ultraprocessed products. The results suggest an unhealthy food environment both inside and outside schools, and a noncompliance with current regulations. It is therefore necessary to improve the dissemination and supervision of the food policy, and develop strategies with schools to promote healthy eating.

Procrastinación académica y ansiedad frente a los exámenes en estudiantes de 3° a 5° del nivel secundario en colegios de Lima

Objetivo: Determinar la relación entre procrastinación académica y ansiedad en estudiantes detercero, cuarto y quinto año del nivel de secundaria. Metodología: De enfoque cuantitativo, diseñono experimental, de corte transversal y de alcance correlacional, ya que no se manipularon lasvariables, se midió en un momento determinado y se busca determinar si existe relación entre laprocrastinación académica y ansiedad ante los exámenes. Los instrumentos utilizados fueron Escalade Procrastinación Académica (EPA) y el Inventario de autoevaluación de la Ansiedad ante Exámenes(IDASE). La muestra estuvo conformada por 280 estudiantes de dos colegios Adventistas de Lima, queoscilan entre las edades de 14 y 17 años de ambos sexos. Resultados: Existe relación significativaentre la procrastinación académica y ansiedad frente a los exámenes (rho= 0.118, p=0.05), asícomo en su dimensión de postergación de actividades y ansiedad ante los exámenes (rho=0.152*,p=0.011). Finalmente, se encontró que la dimensión de autorregulación académica no se relacionacon la ansiedad ante los exámenes (rho=0.091, p=0.131). Conclusión: Por lo tanto, existe relaciónsignificativa entre la procrastinación académica y ansiedad frente a los exámenes en los estudiantesdel nivel secundario.