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Language Research in Education and Learning Innovation Archives. REALIA. 2023. No. 31
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- Reducing Underachievement and Promoting Critical Thinking Skills in Computer Studies Through a Culturally Sensitive Instructional Method(Universitat de València, 2023) Gbeleyi, Olasunkanmi Adio; Olusegun, Oguntade Paul; Tetteh, AndrewThis study aims to determine the effectiveness of the Culturo-Techno-Contextual Ap- proach (CTCA) on students' achievement and critical thinking skills in Computer Studies. The study was conducted in two phases. Phase one was a survey of difficult concepts in computer science/studies. While phase two explored the potency of the Culturo-Techno-Contextual Approach (CTCA) in breaking the barriers to meaningful learning of refractive indices. Results obtained from the survey in the first phase revealed 19 topics as a difficult topic among African secondary school students in computer studies. The second phase was guided by two research questions with two public junior secondary (JS) in Lagos State (Nigeria). About 38% of the respondents were males while about 62% were females. A critical thinking skills task (CTST), and an interview guide were used to collect data for the study. The data gathered was subjected to multivariate analysis of covariate (MANCOVA), and the results revealed a statistically significant difference in the methods used, multivariate F (Pillai's Trace) was significant [F=17.67; p<.05], univariate ANOVA on achievement [F (2, 208) = 20.67; p<0.05]; and critical thinking skills [F (2, 208) = 15.14; p<0.05]. Within the scope of the study, it was tentatively recommended that CTCA should be adopted by computer studies teachers in the teaching of computer science/studies in secondary schools.
- La tecnoferencia en el ámbito familiar. La percepción de los padres en torno al uso del teléfono móvil y las interacciones con los hijos(Universitat de València, 2023) Martínez Roig, Rosabel; Domínguez Santos, Aurora; Sirignano, Fabrizio ManuelTechnoference encompasses the intrusions and disruptions that occur in the daily lives of people who make excessive use of technological devices, especially mobile phones. This problem is particularly serious in the interaction between fathers and mothers and their respective sons and daughters, an aspect that affects the educational process that takes place in the family environment. The aim of this study is to find out how parents perceive the use of technology, especially in terms of their children's habits regarding their own technoference during their childhood. The participants in this research were 74 parents with children in pre-school. The instrument used was an ad hoc questionnaire with 25 Likert-type questions. The results show that parents are aware of the misuse of digital technology at home and, on the other hand, they consider it necessary for the school to educate and work with pupils on the responsible use of these technological devices. Adequate training is necessary, both for families and for children, in order to really use technology in a coherent way and without negatively affecting family relationships.
- Implicación y afectividad en el ejercicio profesional del Trabajo Social y la Educación Social(Universitat de València, 2023) Navarro Pérez, José Javier; Tarín, Manuel; Carroll, Annemaree; Capella, SergioCuando hablamos de implicación y afectividad también lo hacemos de características, a priori, intrínsecas al ejercicio profesional de Trabajadores Sociales y Educadores Sociales. Estas particularidades no se encuentran integradas en el proceso de verificación (VERIFICA) de los títulos universitarios, sin embargo aportan inputs a su desempeño profesional. La utilización de estas competencias invisibles que integran el currículo de los planes de estudio, son sin embargo, visibles en la realidad, ya que ayudan en la construcción de la relación educativa con personas en riesgo. El presente trabajo tiene por objetivo exponer los orígenes teóricos y metodológicos que construyen ambas estrategias y su implementación en la práctica profesional cotidiana, con infancia, adolescencia y juventud en riesgo. Los resultados profundizan en una comprensión teórica holística, que viene determinada por la relación de ayuda y la profundización en bases epistemológicas conectadas con movimientos cristianos y pedagogías comunitarias de corte preventivo participativo, educativo y comunicativo. También configura un importante impacto la metodología, ya que la existencia de acciones aisladas no alcanza los objetivos de actuación. Así pues, la conexión entre teoría y metodología constituye un abanico de propuestas y experiencias para profundizar en itinerarios, espacios donde implementar competencias y resultados de aprendizaje que guiar a través de la implicación y la afectividad.
- El tratamiento de las lenguas adicionales en el Proyecto Lingüístico de Centro: TILC y AICLE a revisión en el contexto valenciano(Universitat de València, 2023) Castellano i Sanz, Margarida; Martí Climent, AlíciaAmb l'aprovació de la Llei 4/ 2018 per la qual es regula i promou el plurilingüisme al sistema educatiu valencià, tots els centres educatius, des d'Infantil fins a Batxillerat, Formació Professional i Formació de Persones Adultes, han elaborat un Projecte Lingüístic de Centre (PLC), després d'una anàlisi profunda de la situació sociolingüística específica de cada centre. Tenint en compte la natu- ralesa lingüística diversa del territori valencià, s'hi han seleccionat 10 centres educatius d'infantil i primària situats a diferents zones geogràfiques de Castelló, València i Alacant, amb una atenció es- pecial a la dualitat rural/urbana i a la presència de llengües familiars no curriculars entre l'alumnat. L'objectiu principal és analitzar la distribució per llengües vehiculars que s'ha fet del currículum acadèmic i també aprofundir en l'enfocament metodològic adoptat en el tractament de les diferents llengües curriculars. Concretament, el focus d'atenció d'aquest article se centra a determinar si als PLC analitzats se segueix el Tractament Integrat de Llengües (TIL), que implica abordar les llengües de forma integrada i no com a compartiments estancs (Guasch, 2010; Pascual-Granell, 2006), i el Tractament Integrat de Llengua i Continguts (TILC) o, si escau, l'Aprenentatge Integrat de Contin- guts i Llengües Estrangeres (AICLE). A partir de l'anàlisi de les assignatures vehiculades tant en la llengua estrangera majoritària, l'anglès, com en la llengua cooficial, el valencià, com a llengua minoritzada en situació de bilingüisme asimètric, s'establiran els paral lelismes i les diferències me- todològiques en l'aproximació a la didàctica de dues llengües amb caràcter addicional segons els contextos sociolingüístics.
- Exploring the Positive Experiences of Senior High School Teachers in Teaching the Sports Track during the K-12 Transition Years in Southern Philippines(Universitat de València, 2023) Poblador, Steffany Anne; Lagunero Tagare, Ruben JrImplementing the Enhanced Basic Education Act (GOVPH, 2013), has significantly transitioned the Philippine Education System. While research in Physical Education has explored the early impact of this educational reform since its enactment in 2013, there is a noticeable absence of studies focusing on teachers' favorable experiences in teaching the Sports Track Program in Se- nior High School. To address this research gap, a Qualitative Phenomenology Research Design was employed to investigate and elicit the favorable stories and experiences of teachers engaged in this program. Participants from selected schools in the Cotabato Province (Philippines), participated in focus groups, in-depth interviews, and extensive field observations, ensuring data triangulation. Five significant issues emerged from the participants' narratives through this rigorous approach. These issues encompass participative and kinesthetically intelligent learners, alignment between Sports Track competencies and teachers' college-acquired knowledge, promoting interactive teaching and learning practices, incorporating practical and hands-on activities within the curriculum, and facilitating more straightforward curriculum implementation. The findings of this study contribute to the development of conclusions and implications for enhancing the performance of the Sports Track Program within the Philippine Senior High School Curriculum. By understanding the favorable experiences of teachers, this research serves as a valuable resource to inform policy improvements and pedagogical practices that can further optimize the Sports Track Program's effectiveness and overall educational outcomes.
- Learner analytics: Hindsight evaluation at course-level(Universitat de València, 2023) Bassett Dubsky, Rachel CliodhnaThe concept of student engagement is a contentious construct. The task of learner analytics (LA) to meaningfully measure student engagement is therefore complicated both by a lack of agreement over what is being measured and a discomfort or lack of confidence around what collated data might believably indicate. This challenge is made harder by availability, accuracy and reliability of data feeds. The aim of LA would be to collate and share early measures of engagement that can be used predictively to support learners' experience and outcomes. However, most HEI LA are descriptive and therefore of limited utility. Where the LA available are descriptive, this paper explores how credible such LA might be when used at course level. This study supports an analysis of comprehensive data gathered within and beyond LA for a level 4 cohort in one programme across the 2019-20 academic year. It also draws on data relating to study completion, with the benefit of hindsight giving further insights to the utility of LA data available earlier in students' journeys. Given the actual outcomes for these 2019 starters, the study cohort's understanding of 'engagement' is then applied to support insights to their own measurable indicators of interaction and actions that might best enable constructive engagement. Meaningful correlations were noted between use of E-resources and student outcomes and the most significant indicators of risk were found to be extensions, fails and non-submissions for assignments in the first semester of level 4 and average grades <39% by the end of level 4. Study recommendations include supporting better and more confident access to literature content and targeting timely interventions at students flagged by the most significant indicators of risk.
