Students In Teaching-learning Process Research Articles

Using the Whatsapp application as a technological tool to improve the teaching and learning of the English language during natural disasters or health emergencies

The research is based on the use of the WhatsApp application as a technological tool to improve the teaching and learning of the English language during natural disasters or health emergencies. The objective was to determine the use of the WhatsApp application as a technological tool in the English teaching-learning process during national emergencies. He adopted a quantitative approach. The level of research was descriptive and explanatory. The techniques used were a survey of teachers and a knowledge test of students to evaluate results. When evaluating the students on what level of knowledge they achieved during the proposed exercise, the data indicated that 10% did not reach the required learning, but they are close to achieving the required learning 20%, mastered the required learning by 50% or 20% achieve the required learning. When evaluating the use of the WhatsApp application during natural disasters or health emergencies in students, it is evident that when an emergency occurs, face-to-face classes are interrupted, which produces a delay in the teaching-learning process in students.

Analysis of the Impact of ICT through Apps on Students with Autism Spectrum Disorder: A Systematic Review of the Literature

Several research studies have recognized the importance of the use of Information and Communication Technologies (ICT) in the academic performance of students with Autism Spectrum Disorder (ASD). Through a systematic review of the literature, we have sought to provide evidence on the impact of technology on the teaching-learning process of students with ASD, with the purpose of promoting the advancement of knowledge in this field, both for teachers and educational professionals, as well as for researchers. This analysis has identified some digital applications that improve academic performance and promote better communication, improved social relationships and improved emotional regulation in students with ASD. The conclusions of the study have provided evidence of the factors that need to be taken into account when designing apps to work with students with ASD. Appropriate selection involves understanding their needs and the functions of the apps. Interdisciplinary collaboration in app design helps teachers choose effective tools for each student with ASD. This will determine that teachers will be able to select those apps that best suit the individual needs of the students, taking into account the educational objectives proposed.

Virtual platforms in higher education during the pandemic in Ecuador

The main objective of this paper is to analyze the virtual platforms in Higher Education in times of pandemic in Ecuador, with higher education being one of the sectors within the groups of the fragile area that was exposed to the disease of the COVID -19 pandemic. The methodology used in its approach is qualitative with a non-experimental design of a cross-sectional nature that had an exploratory scope under the analytical-synthetic, inductive-deductive method; the instruments used as a strategy is the use of documentary and bibliographic research. It was determined that the use of virtual platforms in Higher Education is indeed among the groups that will have, according to the projections analyzed, one of the greatest effects on the teaching-learning process of students' online classes after the COVID-19 pandemic. As a relevant conclusion, it is determined that the use of virtual platforms fundamentally helped the educational training process in the transmission of knowledge. Therefore, it is recommended that the higher education community make use of information and communication technologies for the teaching and learning process.

The digital skills of teachers in the teaching practice with students with specific needs

The use of digital technologies in the educational context has been reinforced by the importance they represent in the teaching-learning process of children with specific needs. In this sense it is important to understand the importance attributed by teachers regarding the use and training in this area. 108 teachers of the group of special education teaching in schools in the North of Portugal participated in this study. The study is quantitative in nature, the statistical analysis was performed using the IBM/SPSS program, version 26.0 with exploratory factor analysis. Ethical issues were taken into account, safeguarding the anonymity of participants throughout the process. The participants were informed about the research objectives and gave their consent for the publication of the results, as well as being free to leave the study whenever they wanted. The questionnaires were sent via email and collected by one of the study authors. The results point to a clear recognition of the advantages of digital technologies in the teaching-learning process of students with Specific Needs, not being so evident with regard to Technologies as a decisive factor in the process of inclusion of these students. It was verified that the teachers' perceptions do not always agree with the usefulness of their practices. An aspect that is not dissociated from the gaps highlighted in terms of specific training in digital technologies.

Tic in Secondary School Teachers: A Systematic Review

The objective of this research is to analyze the scientific contributions of articles referring to the use of ICTs in public management secondary education teachers in various countries of the world, between the years 2017 and 2021. The method used was a systematic review with descriptive level, using the guide of the PRISMA statement, using the search in the online databases of Scopus, SciELO, EBSCO and ERIC applying the descriptors: "ICTS in pandemic", "ICTS in teachers", "ICTS in secondary schools" in turn combining between them the use of the booleans AND and finally OR, in English and Spanish. The review took into account online education, virtual innovations, technological resources and digital skills. The results were the analysis of 21 scientific articles, of which 4 were from Scopus, 12 were from SciELO, 594 from EBSCO and 160 from ERIC. It was concluded that the development of ICT is related to the positive predisposition of teachers to include digital tools and resources in the teaching-learning process of students, for online training, putting into practice digital skills, which are very important. scarce and achieve virtual innovations.

E-Learning and the Teaching Learning Process in Students of a School in Ecuador

E-Learning and the Teaching Learning Process in Students of a School in Ecuador

Cooperative learning and its relationship with factors of the teaching-learning process in university students

The objective of this research is to determine the relationship between cooperative learning and the factors of the teaching-learning process in the students of the Pedagogy of Physical Activity and Sport career of the Faculty of Physical Culture at the Central University of Ecuador, academic period 2021-2022. The dimensions considered in the cooperative learning variable are basic elements and techniques, while in the variable factors of the teaching-learning process are considered: cognitive, affective and social factors. The research is descriptive-correlational in nature. A survey was applied to 133 students divided proportionally according to the semester. The results show that there is a high positive correlation between the independent variable and the dependent variable, so it is concluded that the null hypothesis is rejected and the researcher's hypothesis that there is a relationship between cooperative learning and the factors of the teaching-learning process that favor the development of knowledge, promote interpersonal relationships, strengthen intrapersonal skills, necessary to obtain meaningful learning and exclude education with traditional funds is accepted.

Methodological strategies to strengthen the teaching-learning process in basic education children

Game-based teaching and learning methodological strategies are tools that help transform learning into an interactive activity in the classroom, so this educational-social learning experience provides the elements of education. Practical-practical actions can be taken in teacher-student interactions to create meaningful environments with meaning. learning. The objective of this study was focused on identifying the incidence of the use of methodological strategies to reinforce the teaching-learning process in basic education children by combining data collected between 2018 - 2022. A descriptive, non-experimental documentary method was carried out. through a bibliographic review of different scientific articles and studies related to the subject from 2018 to 2022. The results obtained from the bibliographic review according to several authors mention that methodological strategies benefit the teaching-learning process in students and it is one of the very important factors to improve the quality of teaching and the diffusion of learning styles among students. From this study it is concluded that the incidence of methodological strategies was identified to reinforce the teaching-learning process in children. It is of the utmost importance for both the student and the teacher to have strategies to teach the classes and the children can develop their cognitive learning, psychomotor and linguistic

Effect of Brain-Based Strategy on Senior Secondary School Students’ Performance in Mathematics in Ekiti State

The study examined the effect of brain-based strategy on senior secondary school students’ performance in Mathematics in Ekiti State. The study adopted the quasi-experimental of pre-test, post-test design. The population for the study consisted of all the Senior Secondary School three (S.S.S. II) students in all public Secondary Schools in Ekiti State, Nigeria. The sample consisted of 181 S.S.S. II found in intact classes of the four schools that were selected for the study through multistage sampling procedure. Mathematical Based Performance Test (MBPT) was used to collect the needed data for this study. The instrument consisted of 50 items to examine the performance of students in Mathematics. The experimental procedure for the study was in three stages: the pre-treatment stage (one week), the treatment stage (ten weeks) and the post-treatment stage (one week). The data collected were analysed using descriptive and inferential statistics. It was revealed that brain-based strategy was more effective and reliable than the conventional method. It was recommended among others that brain-based strategy should be adopted as a means of instruction during Mathematics class. This will enable Mathematics teachers to pay more attention to individual students in teaching-learning process.

A leitura em sala de aula: implicações sobre o gênero multimodal

Multimodal reading is a linguistic competence of great importance for the formation of a critical and interactive student. Therefore, it is necessary to encourage and teach it in the classroom. Thus, this research aims to carry out a historical contextualization about reading and, then, to present how the reading of multimodal texts is an important tool in the teaching-learning process of students and teachers, since through this ability it is possible to carry out a teaching based on the pedagogy of multiliteracies, bringing the reality of the external area of ​​the classroom into it. To do so, this study will adopt a bibliographic methodology. It is concluded that studies that involve teacher training, combining theories and practices and their results in the training of proficient readers, are crucial for the review of curricula of licensure courses and others aimed at teacher training.

Inclusión de estudiantes con discapacidad diferencial auditiva a través de la aplicación móvil ListenApp

The objective of the development of the mobile application in education inclusion is the transformation of the teacher's discourse in real time, providing a tool that helps in the teaching-learning process of students with hearing disabilities, favoring inclusion in the academic process, improving the access to opportunities and finally, the quality of life. Therefore, the information transmitted to the non-hearing person, each phrase or word spoken in which voice recognition is made, it is sent in text synchronously using a cellphone, offering support in teaching between the hearing-impaired student and the teacher in the classroom. The research focus is quantitative and descriptive – exploration type. In addition, the application was developed under the Android mobile operating system since it currently provides with a free and open software development environment. Finally, it is significant to implement strategies with ICT since it is a key point in the coexistence of virtual society through the ListenApp application.

Flipped Learning to improve students' motivation in Physical Education

Background: Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.

Diseño y validación de un instrumento sobre percepción de pobreza para una institución de educación superior

La investigación que aquí se sintetiza pretende describir el proceso en el diseño y validación de un instrumento de medición de factores de pobreza en el aprendizaje de una institución de educación superior (IES), para determinar si dichos factores facilitan u obstaculizan el aprendizaje en los estudiantes universitarios. Para el diseño y validación del instrumento se define una línea de investigación cualitativa y cuantitativa en siete pasos: validez del contenido, validez interna, validez del constructo, validez de criterio, estabilidad y rendimiento. Derivado de la revisión de la literatura se definen 8 dimensiones y 28 ítems en una escala de Likert en el diseño del instrumento. Se cuenta con la aprobación de 6 expertos sobre el contenido del mismo a nivel nacional e internacional, los cuales generan observaciones para enriquecer los constructos del instrumento. Se aplica a una prueba piloto y se determina una muestra probabilística a conveniencia de 64 estudiantes del Tecnológico Nacional de México Campus Coatzacoalcos. Como resultado, se obtiene un instrumento con un Alfa de Cronbach de 0.966. La dimensión que más se relaciona con la pobreza en el aprendizaje es la educación y la que más se correlaciona es la dimensión del seguro de vida. Dicho estudio permite diseñar estrategias en la institución para enriquecer el proceso de enseñanza-aprendizaje en los estudiantes en un contexto emergente y en una situación de pandemia que de manera forzada obliga a las IES a tomar decisiones para evitar la deserción de los estudiantes.

The inclusion of students with autism spectrum disorder in regular school

This article discusses an analysis of the inclusion process of a student with Autism Spectrum Disorder (ASD) in a private regular school. In this sense, the objective is to understand the challenges and possibilities around the school inclusion of students with ASD from the following question that started from the problem that evidences the impasses of inclusive experiences in the school space: how does the school enhance inclusive practices during the teaching-learning process of students with disabilities, especially with ASD? Therefore, it evidences a bibliographic approach focused on the understanding of autism and its characteristics, as well as the difficulties of interaction and socialization in the school environment. In view of this, it was analyzed through some observations and dialogues held in the institution, the possibilities developed to include when understanding the need expressed in order to help in overcoming this challenge. Throughout the study, some interventions were performed during observations in the regular room and multifunctional resource room during specialized educational care, with the objective of experiencing inclusive actions in school through the challenges arising from this demand directed to respect and valorization of human diversity. Thus, it is necessary to make continuous adaptations in the educational institution in order to enable the development of children with ASD, valuing their potentialities.

La Educación superior durante la contingencia sanitaria COVID-19: Uso de las TIC como herramientas de aprendizaje. Caso de estudio: alumnos de la Facultad de Contaduría y Administración

Las Tecnologías de la información y la comunicación en el sector educativo tienen una relevancia importante en el proceso de enseñanza aprendizaje de los estudiantes y en el conocimiento de las competencias para la vida. El objetivo de la investigación fue analizar el uso de las TIC como herramientas de aprendizaje ante la contingencia COVID-19 en los alumnos de la Facultad de Contaduría y Administración de la Universidad Autónoma de Chihuahua en México. La naturaleza de esta investigación fue cuantitativa y el tipo de investigación fue de forma aplicada, el alcance fue descriptivo y la investigación de campo, el diseño fue no experimental transeccional descriptivo, la técnica de recolección de información fue mediante un cuestionario. Los resultados revelaron una correlación positiva hacia las tecnologías de información y comunicación, que se evidencia en diferentes aspectos examinados: estilo de aprendizaje, dominio en el uso de las TIC, redes sociales, programa educativo, nivel de satisfacción de contar con los recursos tecnológicos apropiados, entre otras; en todas ellas se manifiesta una predisposición favorable. Las ventajas que los estudiantes consideran con el uso de las TIC son la disponibilidad de información y aprendizaje colaborativo. De las desventajas que se identificaron fueron las fallas en la conexión de Internet, tienen acceso a muchas distracciones durante la clase y consideran que tienen un menor aprendizaje. Uno de los hallazgos más importantes de esta investigación fue que los estudiantes tienen muy buen dominio de las TIC para manejar las herramientas tecnológicas utilizadas durante la contingencia sanitaria del COVID-19.

Objeto virtual de aprendizaje para el diseño de prototipos de robótica: estrategia didáctica ante el COVID-19

Dado el nuevo escenario al que se han tenido que enfrentar los protagonistas de la educación por cuenta de la pandemia ocasionada por el COVID-19 ha sido necesario transformar las estrategias pedagógicas y didácticas para mitigar su impacto y dar paso al abordaje de temáticas o contenidos desde la distancia por medio de un ecosistema tecnológico (Ministerio de Educación Nacional, 2020). En tal sentido, el presente estudio analiza la experiencia de implementar y evaluar un Objeto Virtual de Aprendizaje (OVA) cuyo contenido conlleva a la realización de un producto final en el campo de la robótica escolar. La investigación se realizó bajo un enfoque cuantitativo con diseño cuasi experimental, y para el proceso de recolección de datos se utilizaron dos cuestionarios. El OVA se desarrolló bajo el método de análisis, diseño, desarrollo, implementación y evaluación (ADDIE) tomado de Maribe (2009) y al amparo del modelo pedagógico de Gagné (1968). Los resultados obtenidos de la aplicación de un pretest, un postest y una encuesta de satisfacción evidencian que la implementación del OVA en medio del distanciamiento social y cuarentena permitió afianzar los conocimientos fundamentales de las áreas de la educación media y la construcción del prototipo solicitado. De igual forma, generó interés, creatividad y el uso adecuado de las herramientas tecnológicas dentro del proceso enseñanza aprendizaje de los estudiantes privilegiando el aprendizaje basado en retos, la toma de decisiones y la resolución de problemas.

Analysis of ASD Classrooms: Specialised Open Classrooms in the Community of Madrid

Autism spectrum disorder (ASD) classrooms are specialised spaces within mainstream schools that respond to the educational needs of students with autism spectrum disorder. This research aims to analyse ASD classrooms in the Community of Madrid, their features and internal functioning. The research follows a non-experimental, descriptive and comparative methodology, making a comparison between different classrooms and analysing their impact on the teaching-learning process of students with ASD. The variables refer to the physical environment, the characteristics of the children, training of professionals and collaboration with other organisations. The data was gathered using a questionnaire in digital format, collecting responses from 35 schools, using quantitative techniques to relate variables. The results show that most classrooms have a structured organisation that meet the needs of the students, who are generally diagnosed with moderate severity. Furthermore, the relationship between the teachers of ASD classrooms and the mainstream classrooms promotes inclusive educational practice. Finally, it was found that ASD classrooms offer many benefits, due to the personalised attention they provide and the specialised training of teachers.

Os jogos didáticos e a aprendizagem em Química: uma visão dos professores supervisores do PIBID

Tendo em vista diversos trabalhos na literatura que discutem o tema, uma proposta para que o ensino de química se torne mais ativo e menos decorativo é através dos jogos didáticos, os quais podem ser utilizados em momentos diferentes, como na exposição de um conteúdo, representação de conhecimentos relevantes sobre diferentes temas, avaliação ou síntese de conceitos importantes de assuntos já desenvolvidos. Neste contexto, objetivou-se a investigação a respeito do que os jogos didáticos têm proporcionado no processo ensino aprendizagem. Este trabalho é de natureza qualitativa e está inserido como um estudo de caso. Para o desempenho dele, realizou-se entrevistas com professores do ensino médio que participam do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), visando compreender seus conceitos acerca dos jogos didáticos. Os resultados obtidos com a entrevista foram analisados e entendemos que o uso de jogos didáticos, na visão dos entrevistados, é uma ferramenta metodológica promissora para auxiliar que os alunos compreendam com mais facilidade o assunto inserido em sala de aula. Em virtude do que foi observado, pode-se concluir a viabilidade dos jogos como metodologia que contribui de maneira positiva no processo de ensino-aprendizagem dos alunos em conteúdos que envolvem Química.

Pengembangan Bahan Ajar Digital Interaktif Berbantuan Adobe Flash Pada Mata Pelajaran Korespondensi Kelas X OTKP di SMK YPM 3 Taman

The development of digital interactive media assisted with adobe flash research is done to describe the result of the development of that media, its appropriateness which is observed based on the subject expert validator, graphics, language, and the responses of the students toward the media. This research is applied on the understanding basic competence of the office communication and applying communication using phone in Indonesia language as learning media for the students of tenth grade of OTKP 1 in YPM 3 Taman Vocational high school on correspondence subject. This thesis uses developments research (R&D) with the 4-D development model which is about 4 steps of research, they are Defining, arranging, developing, and spreading process. However, the subjects of this research are 20 students of tenth graders in YPM 3 Taman vocational high school. The result of this research shows that interactive digital media is absolutely suitable for teaching. It is 97% for material validation feasibility (very good), 97% for graphic feasibility (very good), 98% for language feasibility (excellent). The average of the result is 97,3%, which means excellent. While the result of the students response is 98,8%, which means excellently interpreted. Based on the result, it is concluded that the interactive digital media, assisted with adobe flash, on the correspondence subject is suitable and good for being applied as both a media and learning source for the students in teaching-learning process.

Diagnostic evaluation for strengthening the teaching-learning process

In this research, which aims to identify the application of diagnostic evaluation to strengthen the teaching-learning process in students. He focused on the diagnostic evaluation and what is the correct way to perform it, to strengthen the teaching-learning process by improving the techniques and methods that are used to achieve positive results in this process, concluding that teacher training is very important for the application of the instruments that facilitate the taking of the diagnostic test, however, have not been trained. The study has been an exploratory type with a quantitative approach, using scientific, analytical, and synthetic methods. To base the research, the bibliographic method was used and as a study technique the survey was used, in which questions were formulated according to the study variables. The results guide the improvement of students' cognitive meta strategies and guide both teaching and their school learning.