Teaching-learning Methodology Research Articles

THE USE OF THE DISCOVERY LEARNING MODEL IN IMPROVING THE QUALITY OF LEARNING OF ISLAMIC ELEMENTARY SCHOOL STUDENTS

The aim of this research is to provide a reference for learning approaches that are proven to improve student academic achievement in Islamic elementary schools. This research uses meta-analysis to collect findings from other studies sourced from the same literature: five case studies of students using the Discovery Learning learning paradigm published in the national journal of the Higher Education Accreditation Board (Kemenristek Dikti). This research found that the use of the discovery learning paradigm to improve student learning outcomes in Islamic elementary schools is very effective, especially in increasing student achievement in these subjects. Therefore, the Discovery Learning teaching methodology is integrated into teacher-led lesson plans, thus having an impact on students' ability to deepen their understanding of the lesson material.

EFFECTIVENESS OF EARLY CLINICAL EXPOSURE AS A LEARNING TOOL AMONG 1ST AND 2ND YEAR MBBS – STUDENTS PERSPECTIVE

INTRODUCTION: Early clinical exposure (ECE) is a teaching learning methodology which fosters the exposure of medical students to the patients as early as the first year of medical college. ECE is a form of vertical integration pattern between preclinical subjects and clinical subjects.1 It is basically “A teaching and learning methodology which fosters exposure of medical students to patients (actual human contact) as early as the first year of medical college, in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional.1 With this background in present study we tried to explore the opinion of 1st year students and 2nd year students on early clinical exposure. METHODS: The study was carried out on a total of 200 students including both 1st and 2nd year MBBS students. They were subjected to a set of internally validated questionnaires which are based on students’ perspective on teaching learning experience, content and assessment on ECE. Responses are collected in Likert scale format and tabulated unpaired t test was applied to compare the perspectives of 1st and 2nd year students. RESULTS: The unpaired t test done on 5point Likert scale scores for 1st and 2nd year students showed a statistical value of 0.736 with p value of 0.463 which is statistically not significant. CONCLUSION: The findings of this study highlight the significant role of Early Clinical Exposure (ECE) in shaping the learning experience of first and second-year MBBS students. The data collected from the validated questionnaires reveal that students generally perceive ECE as a valuable component of their medical education that enhances their understanding of health and illness, as well as the role of healthcare professionals. Key words: ECE, learning tool, MBBS students

Examination of Opinions on the 2018 Turkish Language and Literature (TLL) Curriculum in Terms of the Components of Educational Programs

This study aims to investigate the opinions of aspiring Turkish language and literature teachers about the curriculum components of the 2018 program. Using a case study design, a qualitative research methodology was used to perform the study. 37 teacher candidates enrolled in a Turkish university's faculty of education's Turkish Language and literature teaching department served as the study's participants. The participants' opinions of the elements of the educational program were gathered using a semi-structured interview form with five open-ended questions. The study's conclusions indicate that most teacher candidates have a “sufficient” degree of knowledge regarding the educational program's goals, subject matter, teaching-learning methodology, and evaluation components. Their level of understanding of these components is sufficient, mostly as a result of the Turkish language and literature teaching program course and other pertinent courses. It was found, nevertheless, that compared to the other three aspects, there is less awareness of the “evaluation” element. Furthermore, teacher candidates have put out several recommendations to raise awareness of the program's components. These recommendations include developing the curriculum, prioritizing it, planning seminars and conferences, emphasizing pedagogical formation, emphasizing experiential learning, using technology, setting up a suitable learning environment, increasing activity and practice hours, and developing the curriculum. Moreover, suggestions are given for structuring the course material, encouraging a passion for the field in the classroom, upholding professional ethics, and emphasizing the useful features. It is anticipated that this study would significantly advance program development and help comprehend how teacher candidates for Turkish language and literature view the course.

Formative experience using the electronic portfolio as a teaching-learning methodology

RESUMO O Programa de Qualificação em Atenção Primária tem como objetivo fortalecer a Atenção Primária à Saúde no Distrito Federal, desenvolvendo ações de saúde proativas a partir da perspectiva de trabalhadores, gestores e representantes dos usuários do Sistema Único de Saúde. Em 2022, foi iniciado o Curso de Especialização em Gestão da Saúde da Família, em que se utilizou o portfólio eletrônico (e-Portfólio) como uma metodologia proativa, reflexiva e dialógica. Dentro de cada módulo, foram propostas intervenções para lidar com desafios cotidianos. A construção do e-Portfólio resultou em seis intervenções enfocadas na gestão da Estratégia Saúde da Família e alinhadas à qualificação do atendimento aos usuários. O uso desse recurso tecnológico gerou resultados positivos não apenas para a gestão, mas também para os funcionários, usuários e a comunidade. Além disso, facilitou o processo de feedback na jornada formativa, com a possibilidade de construção compartilhada, em que o professor-tutor acompanha a escrita, as reflexões, engaja-se com conteúdo teórico de apoio, aprimorando o processo de aprendizado e as mudanças nas práticas diárias.

Qualitative research training in graduate programs in Public Health: an overview in Brazil

This article analyzes the evidence of qualitative research training in graduate programs in Public Health accredited by Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES) in Brazil in 2021. To map out the disciplines, the Sucupira Platform was accessed to locate the graduate programs in Public Health, and the institutional portals were searched. A total of 98 courses were identified. Using reflective thematic analysis, it was possible to group the data production and the characterization of the courses into the following macro categories of analysis: (a) workload and type of course offered (mandatory or optional); (b) teaching-learning objectives; (c) content (with emphasis on the investigation of scientific paradigms or different theoretical-methodological approaches to qualitative research); (d) teaching-learning methodologies. The results show that only 40.4% of the courses are mandatory and the predominant teaching-learning objectives focus on instrumentalization and enabling graduate students to create research projects. In total, 59.3% of the courses did not inform the type of teaching-learning methodology. There is a gap in the use of digital technologies and spaces and a predominance of the text-based approach. Furthermore, the epistemological-theoretical training is fragile. The learning of the Positivist paradigm predominates over the interpretive paradigm of critical theories/traditions. The article concludes by systematizing elements for a training itinerary with increasing degrees of complexity, intentionally structured and developed in an institutional environment that fosters decoloniality and epistemic reparation.

Comparison of Flipped Classroom Versus Traditional Didactic Lectures among Medical Students: A Mixed Method Study

Abstract Background: Didactic lectures are one of the commonly used instructional methods used for curriculum delivery in medical colleges. These lectures have a limited scope for interactions. Flipped classroom constitutes both an instructional approach and a form of blended learning, designed to enhance student engagement and comprehension. This intentional shift to a learner-centric model allocates initial exposure to new subjects beyond traditional classroom settings, thus enabling classroom time to be dedicated to in-depth exploration of topics, fostering significant learning experiences. Hence, a study was conducted to compare the academic scores of students taught in the flipped method versus traditional classroom and to assess the perception of students regarding the flipped classroom. Methodology: One hundred students were divided into two Batches A and B of 50 students each. Topic one was taught, by the flipped classroom method for Batch A and by the traditional method for Batch B. Topic two was taught by flipped classroom for Batch B and Batch A had traditional class. A multiple-choice question test was done for all the batches at the end of the classes. Perception of students regarding flipped classrooms was assessed through a prevalidated questionnaire on a Likert scale. Results: The mean value of the academic scores of the tests conducted was higher after flipped classroom sessions compared to traditional teaching sessions with a significant P < 0.001. Analysis of the open-ended questions revealed that the flipped class had advantages of in terms of better student involvement. Conclusions: Flipped classroom can be an effective student-centered teaching strategy when properly planned and implemented for higher education. In medical colleges, it can be incorporated as one of the teaching–learning methodologies to teach must know topics.

Avaliação de programa de residência em medicina de família e comunidade pela ótica dos médicos residentes

ABSTRACT Introduction: Medical Residency (MR) is considered, both academically and professionally, the gold standard method in teaching university graduates. The Integrated Residency Program in Family and Community Medicine (PIRMFC) in Fortaleza-CE brings together the programs of Universidade Federal do Ceará, the School of Public Health of Ceará and the City Hall of Fortaleza and is the first of its kind on a large scale, with about 70 residents in the first edition, implemented in a capital city, concomitantly with the process of implementation of the Family Health Strategy (ESF) service network by the City Hall. Objective: To evaluate an Integrated Residency Program in Family and Community Medicine, from the perspective of resident doctors. Method: This is an exploratory study, with a qualitative approach, using the Kirkpatrick model in its first level, reaction and satisfaction of residents. Data collection was carried out with the participation of 18 residents (R2) in five Focus Groups, in the second half of 2020. Questionnaires with closed questions were also applied to characterize the sample, followed by multiple-choice questions graded on a Likert scale. The qualitative data were analyzed by the Thematic Analysis technique and quantitative data through simple frequency and percentage. Results: The following main categories were identified: Teaching-learning strategies, Evaluation of the teaching-learning process, Production of autonomy, Transfer of training into practice, Weaknesses and Potentialities of the residency. Residents understand the responsibility they have in daily medical care, even if they are apprentices. They felt insecure as training subjects, feeling more comfortable when they are placed in the passive role. On the other hand, the program students recognize the active teaching-learning methodology as adequate for teaching adults but need strategies to be used to solve common problems in their professional practice. Conclusion: The Program was not able to establish the basis for the engagement of residents in some simulated active teaching-learning strategies, such as Tutorial Groups. It is necessary to value the experiences and competences heterogeneously acquired by the residents to constitute moments of equalization of learning, seeking the student’s protagonism instead of the imposition of knowledge.

Why include Case-based Learning in the medical curriculum? – A review

Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

Examining the Effect of Privatized Primary Schools on the Quality of Education under Punjab Education Foundation (PEF)

The primary purpose of the present research work was to analyze the effects of privatization on the quality of primary schools in Punjab working under the Punjab Education Foundation (PEF) and to find out the factors which positively or negatively impact on quality of education. The study was conducted under the positivism paradigm with the quantitative methodology. Two self-developed 5-point Likert scale questionnaires were used to collect data. The cross-sectional survey design was adopted to collect data from the participants. A multistage sampling technique was used to draw data from 746 teachers. The perception of teachers in those privatized schools helped to evaluate and measure the impacts and effects of the PEF schools on the quality of education. Data was analyzed through Statistical Package for Social Sciences (SPSS) 21. The result indicates a small correlation (r=.435) between privatization and quality of education. The result showed a significant correlation (r=.231) between privatization and quality of education. It was discovered that public schools lack the infrastructure, resources, and perceived quality that PEF-funded institutions do. A significant correlation was found between student outcomes and the quality of PEF schools. A conducive physical environment in classrooms satisfies the psychological and social well-being of students and up-to-date teaching-learning methodologies help to enhance the quality of education in PEF schools.

Comparative study of outcome of the Teaching methods for Early Clinical Exposure in 1st Professional MBBS students: Ward side patient demonstration method Vs Video & Dummy patient demonstration method

Background: Early Clinical Exposure (ECE) is a newer concept of teaching learning methodology which provides clinical perspective and relevance to learning of basic sciences. ECE also orients towards actual clinical scenarios and helps the medical students to correlate their theoretical knowledge with real life situations right from the first year of medical college. Aims and Objectives: This study aimed to compare the outcome of teaching methods for Early Clinical Exposure in 1st Professional MBBS students and to assess the effect and efficiency in their performance. Materials and Methods: This prospective comparative study was carried with a sample population of 50 students of MBBS 1st prof. 2021 batch who were selected by random allocation method and divided into two groups of 25 students each, one acting as Bedside ECE group and other as Virtual ECE group. Pre training evaluation was performed at the beginning of study and Post training evaluation was performed after three months. The student’s feedback was taken regarding advantages, disadvantages and suggestions for further improvement. Results: A statistically significant difference was observed between the Bedside ECE and Virtual ECE group at post training in theory (t=15.682, p<0.001), practical (t=12.671, p<0.001) and total (t=17.460, p<0.001) marks of the students after 3 months training. The mean scores of participants were significantly improved more in the Bedside ECE group (39.92±3.23) as compared to Virtual ECE group (23.04±3.60). Analysis of students’ feedback revealed that Bedside ECE was found to be more interesting method of teaching as compared to virtual methods and helped to develop empathy towards the patients as well as motivated them to read more about the topic and helped in retention. Conclusion: Direct contact with patient has been seen to play a crucial role in development of clinical reasoning, communication skills and professional attitudes. The concept of Bedside Early Clinical Exposure goes longway in helping young minds in grasping clinical and theoretical concepts better by involving all domains of learning. KEY WORDS: Competency Based Medical Education, Early Clinical Exposure, Empathy, Reflection, Bedside ECE, Virtual ECE

Active teaching-learning methodology in the teaching of human anatomy: Preparation of skeletons from cemeterial exhums

Introduction: The study and teaching of human anatomy are important processes to understand how the human body presents itself and relates to other species. Osteology techniques are important for the classification of anatomical variations, scientific research tools and didactic use, and are performed through the physical, chemical or biological cleaning of bones to preserve the skeleton. Objective: To prepare, conserve, describe and catalog human bones from the Human Anatomy Laboratory of the Regional University Center of Espírito Santo do Pinhal, UniPinhal. Method: 50 complete human skeletons were donated to UniPinhal's Human Anatomy Laboratory and underwent a process of general and specific cleaning, disinfection, bleaching, drying, description, cataloging in its own database, conservation and storage. Result: All 50 skeletons underwent all processes, with 30% in good condition, 55% in medium or poor condition and 15% presenting pathological findings, such as bone malformations, fractures and vicious bone consolidation. The mean age at death was 64 ± 16 years. Most were male (67%, n = 33) and declared white (57%, n = 28). The most common cause of death was septic shock (31%, n = 15) and an estimated 40% (n = 20) of deaths were of unnatural causes. A total of 5729 bones were cataloged in the database. Conclusion: The male skeletons and the color declared as white are the largest number in the ossuary, and a third were in good condition for use in practical classes, scientific research, anatomical and forensic studies by students of Health courses.

Evaluation of the Use of Project-Based Learning in the Nursing Degree.

Project-based learning (PBL) is a teaching methodology that allows students to acquire knowledge and competencies through the completion of projects that respond to real-life problems. The aims of this study were to evaluate the acquisition of knowledge of students of the Aging Nursing subject through a PBL-based intervention and determine the degree of student satisfaction with the use of this methodology. A mixed, quasi-experimental, pre-post study was conducted without a control group using an educational intervention based on PBL and descriptive phenomenology with content analysis of the experiences reported after it. A knowledge questionnaire about nursing homes was administered before the start of the intervention. After using PBL to carry out the subject project, the same knowledge questionnaire and an ad hoc questionnaire on satisfaction, assessment, and improvement aspects were administered. In total, 111 nursing students participated. The difference in knowledge after the educational intervention was significant. The mean pre-intervention score was 5.56, SD 1.50, and the mean post-intervention score was 7.14, SD 1.59, (p = 0.001). In total, 74% of the students stated that they were very satisfied with the use of this methodology. The students had a positive perspective on the process of acquiring knowledge that PBL allows. The students improved their knowledge about the planning and management of nursing homes with the use of the project-based learning teaching methodology. They were very satisfied with said activity. Teachers must be adequately trained for the correct implementation of this teaching methodology. This study was not registered.

Tele-simulation in nutrition and dietetics students, impact on learning and perception: a study pilot

IntroductionDuring the COVID-19 pandemic, tele-simulation emerged as an educational alternative, being useful for the development of Nutritional Care Process (NCP) skills. The importance of this study lies in knowing the impact of tele-simulation on perception and learning for the NCP. The aim of this research was to know the academic performance and the student’s perception of their ability to apply a dietary anamnesis.Materials and methodsA quantitative, longitudinal, three-temporal study was conducted with a purposive sample of 25 Nutrition and Dietetics students during 2021. All students performed three tele-simulations with a standardized patient, in relation to the NCP.ResultsThe mean response among the three tele-simulations developed on perception in tele-simulation with a standardized patient was 4.6 (Scale 1–5). The aspect with the best perception of the students was observed in relation to the feasibility and viability of the tele-simulation. The students improved in disciplinary aspects such as the investigation of the culinary technique, representativeness and quantification of the intake through the application of the NCP.ConclusionTele-simulation with standardized patient is viable as a teaching-learning methodology for the application of the PNC. It is possible to demonstrate a higher performance in the nutritional interview.

New communication tool for basic life support training: smart glasses. A quasi-experimental study

AimTo analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses. DesignPilot quasi-experimental non-inferiority study. ParticipantsSixty college students. InterventionsRandomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 min) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses. Main variables of interestThe BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated. ResultsIn most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, C: 81%; p = 0.013), the not-to-touch warning before applying the shock (SG: 79%, C: 52%; p = 0.025) and compressions with correct recoil (SG: 85%, C: 32%; p = 0.008). ConclusionsLaypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments.

Metodologias de ensino-aprendizagem para o desenvolvimento de competências de inovação na graduação em enfermagem

Innovation is defined as the act of innovating, a new concept or idea, which aims to improve quality. Innovation skills can be developed during the undergraduate course, through different teaching-learning methodologies. With the aim of listing the methodologies used and correlating them with innovation skills, a quantitative, exploratory-descriptive study was developed with 13 Nursing undergraduate professors. Data collection took place between February and March 2023, with descriptive statistical analysis. As results, from a teaching perspective, there was a correlation of methodologies with potential for the development of innovation skills, with emphasis on simulation, identified as correlated to the nineteen skills listed. It is concluded that in teaching practice, the correlation between the methodologies used and the innovation skills that can be developed in their application was perceived, which constitutes an important contribution to teaching innovation and the teaching of innovation.

Digital inclusion for social inclusion. Case study on digital literacy

The aim of this research is to identify the differences in access to technologies and digital skills of the population according to their socioeconomic characteristics and to analyse the opportunities offered by new emerging learning environments to promote the social inclusion of vulnerable groups. The digital divide is defined as inequality in the access, use, or impact of information and communication technologies (ICT), and, to address it, it is necessary to build on the conceptual frameworks developed in research to date. This study seeks to 1) identify the main difficulties in digital access and skills and 2) explore what the adoption, design, development, and adaptation of emerging learning technologies mean for the most disadvantaged groups. A quantitative, research design was used. The results obtained show that there are differences in digital skills and access according to education and income level. Different statistical analyses were used, such as non-parametric tests and tests of association between variables. The survey was carried out on a proportional sample of 400 people in La Rioja (Spain). Data was collected through online and face-to-face surveys. A quantitative approach was implemented in the first phase. In the second phase, students of the Social Work degree programme, social work professionals, and users of the Senior Citizens' Center (older adults) were included. The qualitative research is based on the development of digital literacy, which seeks to test and provide new insights into the use of innovative learning-teaching methodologies, with digital materials (micro videos), to promote the use and knowledge of ICT as a means of bridging social (as well as digital) divides.

Nueva herramienta de comunicación para el entrenamiento de soporte vital básico: smart glasses. Un diseño cuasiexperimental

AimTo analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses. DesignPilot quasi-experimental non-inferiority study. ParticipantsSixty college students. InterventionsRandomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 minutes) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses. Main variables of interestThe BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated. ResultsIn most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, CG: 81%; p=0.013), the not-to-touch warning before applying the shock (SG: 79%, CG: 52%; p=0.025) and compressions with correct recoil (SG: 85%, CG: 32%; p=0.008). ConclusionsLaypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments.

Mental calculation achievement according to teaching approach: A study with eye-tracking from a neurocognitive approach

Currently mathematics difficulties in schools are a major problem due to several factors. Some research suggest that mathematics teaching-learning methodology could be one of the causes. As a result, alternative teaching methods to the traditional approach (ciphers-based closed algorithm [CBC]) have emerged, such as numbers-based open algorithm (ABN) method. Some research about this new approach has emerged, including neuropsychological studies. The current study aims to analyze performance and potential cognitive differences in solving a computerized task linked to eye-tracking device, comparing CBC and ABN approaches. 18 5th & 6th graders participants were evaluated through a computerized mental arithmetic task. Nine participants learned mathematics with CBC, and nine with ABN approach. Participants were distributed according to his/her mathematical performance rate in three sub-groups, three students per sub-group: low, medium, and high. The ABN method group obtained a higher overall score in the computerized task (mean [M]<sub>CBC</sub>=16.22; M<sub>ABN</sub>=17.11), but the differences were not statistically significant (p=.690). However, significant differences have been found in two eye-tracking measures. ABN method group obtained a lower number of fixations average in areas of interest [AOIs]) (M<sub>CBC</sub>=5.01; M<sub>ABN</sub>=3.85; p=.001), and a lower pupil diameter average in AOIs (M<sub>CBC</sub>=4.07; M<sub>ABN</sub>=3.91; p=.001). This occurred regardless of the participants’ mathematical performance. These results suggest that differences between groups were not in task performance, but in cognitive effort spent in solving the task.

Mentoring impact on the transversal competence’s development. An experience of educational accompaniment in the integral formation of the university student

IntroductionThe adaptation of universities to the new guidelines set by the European Higher Education Area implies relevant changes. Among them, a teaching model more focused on the student and his or her learning than on the teacher and the subject, new active teaching-learning methodologies and the development of competences through the acquisition of learning outcomes; all with the aim of contributing to the integral formation of the university student. The integral formation, enabling each student to discover and realize their own life project, is nourished by educational accompaniment and the development of competences. A concrete form of educational accompaniment is mentoring. The objective of this study is to evaluate the formative effectiveness of an innovative mentoring program in the development of transversal competences as a means to achieve the ultimate mission of the university: to provide a comprehensive education to students.MethodsThe design of this research is quasi-experimental (pretest-posttest). The sample consists of more than 300 first-year students of the Universidad Francisco de Vitoria who participated in the mentoring program. A questionnaire on transversal competences and group interviews were used as measurement instruments.ResultsThe results showed significant differences in the level of acquisition of intrapersonal competences between the pre-treatment and post-treatment periods, in favor of the latter. This fact suggests that students improved their level of intrapersonal competences thanks to the mentoring program. These results are subsequently supported by the analysis of the group interviews.DiscussionTherefore, it can be concluded that this type of mentoring program is a valid example for the development of intrapersonal competences, which in turn contributes to the integral formation of the student.

Use of Gamification to Approach the Algebraic Language and Equations in 1st Grade of Secondary Education

Active methodologies, as innovative agents, are becoming more and more frequent in education, but they are not a majority. However, it is a good resource to adapt the educational system to the current society based on knowledge and information.
 This article shows a useful and effective tool to connect with the needs and interests of students through an active methodology. The proposal, a gamification (teaching-learning methodology based on the mechanics of games), approaches the students of 1st grade of secondary education to the algebraic language and equations, combining cooperative learning activities.
 Working through gamification means a higher academic performance, an increase in motivation and the development of a positive attitude allowing, in addition, to attend to diversity in the classroom and the use of ICT promoting collaborative work.
 Gamification, based on the use of ICT, facilitates the acquisition of knowledge in a more attractive way, favoring their performance.