Basic Education Students Research Articles

Implementation of Itinerant Classrooms as an Educational Strategy for Pedagogical Knowledge Recovery in Basic Education Students

The global COVID-19 pandemic resulted in academic setbacks due to the loss of learning, the effects of which began to become evident during the progressive return to in-person classes, highlighting the need to work on re-education processes. This study examines the effectiveness of itinerant classrooms in facilitating learning recovery among Basic Education students following the impact of the COVID-19 pandemic. A pedagogical support intervention was implemented for 304 students across educational institutions nationwide. A quasi-experimental design with a quantitative approach was employed, utilizing pre-test and post-test assessments to evaluate mathematics performance. The results demonstrated a significant improvement in student grades after the intervention, with the complete elimination of scores in the lower range. These findings underscore the effectiveness of itinerant classrooms as a mobile educational strategy that addresses the needs of students in marginalized communities. The research highlights the importance of an inclusive approach to pedagogical recovery, promoting collaboration among educators, psychologists, and families to comprehensively address academic underachievement.

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

THE EFFECTIVENESS OF USING BLENDED LEARNING STRATEGY IN THE ACADEMIC ACHIEVEMENT BY SEVENTH-GRADE BASIC STUDENTS IN THE SUBJECT OF KURDISH LANGUAGE

The current study aims to identify the effectiveness of using the blended learning strategy in the academic achievement of seventh-grade students in the Kurdish language subject. The research sample consisted of (114) male and female students from the seventh grade in basic education schools for boys and girls in the city of Zakho for the academic year (2022-2023). It was chosen intentionally by stratified random method from the research community according to the gender variable, then the researcher divided the sample into four equal groups in several variables based on the factorial experimental design (2X2) in the variables of teaching method and gender. The two experimental groups studied the Kurdish language subject according to the blended learning strategy, while the two control groups studied the same subject traditionally. The researcher verified the validity of the content of the test and extracted its psychometric characteristics as well as its stability. After collecting data from the research sample and processing it statistically using the two-way factor analysis of variance test according to the variables of gender, teaching method, and the interaction between them, the results indicated: 1- There is a statistically significant difference at the level (0.05) between the averages of the Kurdish language achievement among the members of the research groups according to the gender variable in favor of females and the method in favor of the blended learning strategy. 2- There is no statistically significant difference at the level (0.05) between the averages of the members of the research groups in the achievement of the Kurdish language according to the interaction of the variables of gender and method. In light of the results, the researcher came out with several conclusions, including the possibility of applying the blended learning strategy in teaching the Kurdish language to students in basic education. The researcher also put forward some recommendations and proposals in the form of titles for future research.

Development of Meaningful Learning from Family-School Integration

The research shows the results of a study carried out on family-school integration as a foundation for meaningful learning in secondary basic education students, belonging to the official sector in the Colombian Caribbean region. The type of research was descriptive, with a deductive rationalist approach and a mixed or complementary paradigm. The sample was made up of sixty-four (64) students in their final year of high school and twenty-four (24) parents and/or guardians, to whom a survey was applied, eleven (11) teachers and one (1) director of the educational institution, consulted through an interview. Once the information was obtained, the triangulation technique was used to cross-reference the opinions, perceptions and beliefs of the actors involved in the comprehensive training of the students. As a result, it was possible to characterize the factors that favor family-school integration, including emotionality, participation, communication, attention and motivation of parents in accompanying their children's academic activities. For their part, schools must organize spaces that promote integration relationships, which represents an alternative to face the dilemmas of the educational context and promote the development of meaningful learning.

Physical-Recreational Activities in Basic Education Students: A Systematic Review

The objective of this research was to systematize the results of existing publications on basic recreational activities in Basic Education students during the years 2019 to 2023. The method adopted in the research was a review of the scientific literature, based on a documentary design, involving the stages that include exploring the sources, carrying out the filtering process to select the most significant and relevant studies, then interpreting the results and subsequently analyzing them. The type of research was a systematic, retrospective, observational review. The databases considered were Scopus, Scielo, EBSCOHOST and Sciencedirect. As inclusion and exclusion criteria, studies from the last 5 years were taken into account, which considered the research variables taking them in a general or specific way and no books, theses or conference documents were taken. The presentation of the results was used following the PRISMA method adapted from the year 2020. The results of the systematic review allowed us to theoretically associate the recreational physical activities carried out by basic education students with personal perception, motivation, psychosocial aspects and social barriers that constitute factors. conditions for its execution.

Effective technologies for the development of semantic reading skills in students of basic general education

Introduction. In the context of an increase in the amount of information that general education students receive, the use of innovative technologies for developing semantic reading skills is relevant. Possession of the skills of meaningful reading and working with information serves as the foundation for acquiring knowledge in modern society. With the growing emphasis on the digital economy and digital technologies, developing strong reading skills has become essential. The purpose of the study is to analyze the effectiveness of using quantum technologies to develop semantic reading skills and the ability to work with information for the development of reading literacy of students in basic general education. Materials and methods. 97 5th grade students of the Petrozavodsk Presidential Cadet School (Russian Federation, Republic of Karelia). Methods: pedagogical experiment, comparative analysis, diagnostics of the level of semantic reading (quantum technologies), observation, self-assessment of students, statistical processing using the t-test for related samples, Wilcoxon signed-rank test. The results of the study. It is revealed that the development of semantic reading skills through quantum technologies is effective for 5th grade students. As a result of the analysis of the effectiveness of the formative experiment, a change in the indicators characterizing the development of semantic reading skills and the positive dynamics of academic performance in the experimental groups (p < 0,001) was revealed. Conclusion. The use of quantum technologies for the development of semantic reading skills has confirmed its effectiveness at the level of basic general education, which has had a positive impact on student academic performance. The results obtained can be used by teachers of basic general education both in extracurricular activities and in various academic subjects.

Mathematics Learning Using Japanese Multiplication Method (JAMED) Solving Multiple Problems Class III Basic Education Students

This research examines whether the multiplication abilities of third-grade students in Pamekasan improve before, during, and after using JAMED media for mathematics instruction. The study aims to assess the students' multiplication skills across these three stages, analyzing any observed improvements. The research employs a single subject experimental method with an A-B-A design, using action tests for data collection. The subject is a third-grade student with the initials AW. Findings show that the student’s multiplication ability was very low in the initial baseline (A1), improved to a sufficient level during the intervention (B), and reached a high level in the final baseline (A2). This indicates a significant positive impact of JAMED media on the student's multiplication skills.

Mediação artística: ações entre a universidade e a escola

This study aims to understand how artistic mediation and audience development initiatives contribute to educate artists, particularly undergraduate ones. We draw from our experience with extension projects that establish connections between undergraduate students and students in basic education to assess the impacts of the developed actions on participants’ education. Conceptually, we rely on the studies of mediation and audience development by Flávio Desgranges, Maria Lucia Pupo, and Ingrid Koudela.

The laboratory as a pedagogical resource for teaching mathematics: the state of knowledge in ENEM communications

The development of mathematical learning begins through the relationship between the subject and the mathematical object with the use of concrete materials. In view of this, it is believed that the Mathematics Teaching Laboratory (LEM) is an environment that can promote mathematical learning through this relationship. Therefore, this qualitative research sought to understand how LEM can collaborate in the teaching and learning process of Basic Education students. To this end, a survey of articles published in editions of the Annals of ENEM’s (1987 – 2022) that had LEM as its theme was carried out; Subsequently, the texts were read in full, in which ten scientific communications were selected and constituted the object of analysis of this investigation. As main results, we highlight that LEM encourages students to develop activities using concrete and manipulable materials that allow them to review, learn about and deepen characteristics of objects of knowledge related to mathematics, developing interest in the study through the relationship that can be established with the social context to which this subject belongs.

Development A scale to Measure Attitudes of First Cycle Basic Education Students in Oman Towards Reading

Development A scale to Measure Attitudes of First Cycle Basic Education Students in Oman Towards Reading

Perceptions of School Indiscipline of a Class of 3rd Cycle Basic Education Students in A Portuguese School in Horta (Azores): Case Study

Perceptions of School Indiscipline of a Class of 3rd Cycle Basic Education Students in A Portuguese School in Horta (Azores): Case Study

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Gamification as an educational strategy in the learning of arithmetic for elementary school students

Arithmetic knowledge in the education of students of General Basic Higher Education (EGBS) is fundamental, since it is the basis of mathematics and its branches, such as Algebra, Geometry and Calculus. This research work seeks to contribute to the improvement of arithmetic learning through gamification as a pedagogical tool for eighth grade EGBS students. For this purpose, a quantitative methodology was used to measure learning progress, develop didactic material with educational games as pedagogical tools and evaluate the evolution of arithmetic knowledge, with the objective that students reach the minimum knowledge required according to the educational standards established by the Ministry of Education for the eighth grade of EGBS. In addition, the inductive method was applied, obtaining conclusions from the observation of specific facts by grouping students and having them develop the proposed material. This allowed establishing precise conclusions, showing that 100% of the students satisfactorily surpassed the knowledge required for their level. In conclusion, it was determined that gamification through didactic material with educational games is an adequate methodology in the face of the large amount of distractions faced by young students both in society and in technological social media.

Learning mathematics with personal mobile devices in school: a multigroup invariance analysis of acceptance among students and teachers

Students’ use of personal mobile devices (PMDs), including smartphones, tablets, and laptops, in mathematics classrooms globally has become feasible due to the implementation of the bring your own device (BYOD) initiatives and policies in schools. Students’ academic use of PMDs in mathematics learning has been associated with increased motivation, enjoyment, and enhanced performance. While debates continue worldwide on the bans of PMDs in schools, it is noteworthy that students in Namibian basic education are not permitted to use PMDs in schools. This study employed a comparative nonexperimental quantitative research design to assess the perceived usefulness (PU) and behavioural intention (BI) to use PMDs in mathematics classrooms among 500 Namibian students and 209 teachers. The study employed a volunteer purposeful sampling method to select participating students and teachers from government schools in the Omusati and Khomas regions. Student selection was based on self-selection from full-class mathematics groups. Similarly, the study utilised volunteer purposeful sampling to recruit grades 4–12 mathematics teachers. Utilising structural equation modelling, the findings revealed that students expressed more positive ratings for PMD usefulness and intention than did teachers. Furthermore, PU significantly predicted students’ BI to learn mathematics with PMDs in school. Multigroup confirmatory factor analysis supported configural, metric, and scalar invariance in PU and BI factor structures across both participant groups. However, when students’ latent means of PU and BI are set to 0, the teachers’ latent mean parameter estimates are negative, suggesting potential disparities. Teachers should recognise and leverage students’ positive perceptions of PMDs to enhance motivation and engagement in mathematics learning. Simultaneously, ensuring consistent assessment across participant groups is essential, while addressing teachers’ PMDs reservations through professional development and support remains crucial.

Competencia digital en estudiantes de educación básica secundaria

Competencia digital en estudiantes de educación básica secundaria

Analysis of The Application of Giving Rewards to Improving Social Science Learning Outcomes For Elementary School Students

Education remains linked to human life, using experiences that provide understanding and insight to develop. Giving rewards is one of the educational tools used to improve student learning outcomes in class. The goal of the reward system is to make students more attentive and focused during lessons. Good intentions towards IPAS can encourage students to study in order to obtain good learning results. It is hoped that giving rewards can be used as a strategy to improve student learning outcomes in science courses. This research uses literature study or field work as an investigative method. The data used in this research comes from the results of analysis of several articles, journals, books and articles related to research variables. In addition, this research uses a descriptive-analytic approach to examine the relationship between the learning outcomes of science and science students in basic education and the award system through a review of previous research publications. According to this research, a consistent reward system can improve student learning outcomes in science and technology subjects in elementary schools.

Perceptions about the Atlantic Forest of basic education students in Santa Cruz Cabrália (BA, Brazil)

Perceptions about the Atlantic Forest of basic education students in Santa Cruz Cabrália (BA, Brazil)

Potenciando el aprendizaje de programación en estudiantes de educación básica: explorando aplicaciones innovadoras

This documentary research aims to analyze and discuss the literature published from 2018 to 2022 and commercial applications found in the Android and iOS virtual stores, released from 2013 to 2021, aimed at developing learning programming for basic education students. A qualitative approach, exploratory level, and documentary method were used. The main result is a classification of the selected applications, with the application's name, developer, and purpose. In addition to a table with application development reports, publication titles, country, and year. After analyzing the selected publications and applications, it is concluded that programming learning in basic education is stimulated by interactive tools that solve problems oriented to programming logic.

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.

ТЕСТОВИЙ КОНТРОЛЬ РІВНЯ СФОРМОВАНОСТІ АНГЛОМОВНОЇ ЛЕКСИЧНОЇ КОМПЕТЕНТНОСТІ У ЗДОБУВАЧІВ ОСВІТИ ЗАСОБАМИ МОБІЛЬНИХ ТЕХНОЛОГІЙ

The article is devoted to the problem of the formation of English lexical competence among students of basic secondary education. It was found that the introduction of digital technologies, in particular, mobile technologies, into the educational process will be effective. It was found that they can become a catalyst for active language learning, providing students with the opportunity to improve their skills and identify needs for further development. It was found that the use of mobile technologies for test control makes it possible to take into account the individual characteristics of learning, to stimulate the active participation of students in their own learning and to ensure constant monitoring of their progress. The purpose of the article is determined: to study the peculiarities of conducting a test control of the level of formation of English lexical competence in students of basic secondary education by means of mobile technologies. The essence of mobile technologies, which is determined by the range of portable electronic devices that make it possible to optimize learning processes, is clarified. The means of mobile technologies for the formation of English-language lexical competence in students of education are outlined. Levels of formation of English lexical competence (initial, intermediate, advanced), mobile applications for diagnosis (Quizizz, Quizlet, Duolingo, Google Forms, Socrative, Cambridge English Dictionary) and features of test control (flexibility of time and place, interactivity and multimedia, adaptability) are determined tests, individual learning trajectory, communication and information exchange, fraud protection, access control, automated processing of results, online resources for additional study). It was found that the integration of innovative approaches, consideration of individual needs and systematic monitoring of progress by means of test control can significantly increase the effectiveness of training and prepare students of basic secondary education for the challenges of global society. Key words: mobile technologies, application, English lexical competence, education seeker.