Multidisciplinary Journal of Educational Research

Communication and Emerging Teaching Models: A Study on Youtubers Teachers

Daniel Pattier — Thu, 15 Feb 2024 00:00:00 +0100

The technological progress of recent decades has led to a greater use of audiovisual content in the educational field, resulting in emerging models of teachers who create videos and upload them to the YouTube platform. The objective of this research is to bring to light some of the factors that are related to the decision of teachers, on the one hand, to subscribe to educational YouTube channels, and, on the other, to become content creators or edutubers. A study is carried out through a survey of 1139 teachers in Spain. The results show significant differences that show possible advantages or gaps in relation to the subject. The results are discussed with the most current international literature on the subject. It is concluded that the sample is mostly satisfied with the use of videos in education. The following variables are determined as key factors in the subscription to educational YouTube channels: age, stage, type of center and satisfaction with the use of videos. Likewise, in the tendency to become edutubers: gender, age, stage, satisfaction with the use of videos and subscription to educational YouTube channels.

Mapping Educational Pathways through Focus Groups: Children and Young People on the Impact of Inclusive Socio-Educational Practices

Joana Lúcio, Raquel Rodrigues, Marta de Oliveira Rodrigues — Thu, 15 Feb 2024 00:00:00 +0100

As school became a primary instance of socialization and acculturation, and school education expanded across practically every country in the world, and reached virtually all children/young people, during an increasingly longer period of the life cycle, school failure and dropout emerged as cross-cutting educational and sociopolitical issues. Nonetheless, the voices of the actors engaging in initiatives aimed at overcoming school failure and dropout are seldom heard. Project EDUPLACES (PTDC/MHC-CED/3775/2014) proposed to do just that, through interviews, questionnaires and focus groups with parents/families, children/young people, teachers/other staff and community representatives. This paper explores the outcomes of eight focus groups involving a total of 57 children/young people, with a particular emphasis on the discourses emanating from the participants in Mediation and Study Support practices. As we discuss how initiatives aimed at overcoming school failure and dropout address issues such as inclusion, participation, learning, empowerment and community development, focus groups emerge as a relevant tool for navigating the meaning(s) of educational success.

Social Integration in Colombia from the Voices of Venezuelan Migrant Students

Thu, 15 Feb 2024 00:00:00 +0100

The crisis that Venezuela is facing has caused thousands of people to migrate out of the country, including children and adolescents of school age. This article, from the theoretical approach of integration and social imaginaries, analyses the elements that Venezuelan elementary and high school students in Colombia identify as fundamental for their integration in the educational field. Through a qualitative method of exploratory type, eight focus groups with students were carried out in the Orlando Higuita Rojas and San Cayetano schools in Bogotá and the Camilo Daza in Cúcuta. The research allows us to identify how, despite of the discrimination that affects integration, the academic commitment of the students persists, in a scenario that requires permanent dialogues to ensure the participation and rights of the students.

University Students´ Emotions in Forced Remote Education. An Exploratory Study in Spain and Argentina

Romina Cecilia Elisondo, Belén Suárez-Lantarón, Nuria García-Perales — Thu, 15 Feb 2024 00:00:00 +0100

In 2020, due to the COVID-19 pandemic, universities had to suddenly and forcefully implement remote education. The study had three objectives: to explore and compare university students´ emotions; to analyze the associations between emotions and socio-educational factors; and to understand, from the student's perspective, emotions and experiences lived during remote education. The study was exploratory and comparative. The analyses were quantitative and qualitative. Five hundred and eighty students from the University of Extremadura (Spain) and the University of Río Cuarto (Argentina) participated. Data collection was carried out between May and September 2020. Two data collection instruments were used: self-administered online questionnaire and focus groups. The results indicated concern about connectivity and lack of technological resources. The predominance of negative emotions and communication difficulties was observed in both quantitative and qualitative data. However, we also found flexible and adaptive practices that had allowed students to cope with communication difficulties, and unfavorable emotional states.

Anxiety Towards Mathematics in High School Students in Colombia

Thu, 15 Feb 2024 00:00:00 +0100

The development of mathematical competencies in preservice teachers is especially important because firs of all, they must master the mathematical contents, which they will later teach their future students. However, their attitudes towards the subject will influence their teaching practice. For this reason, there is quite interest to inquire about affective aspects of students who intend to carry out the teaching work, especially, because of the impact they will have on their future students. Concretely in this paper the attitudes, and in particular the anxiety towards mathematics of future Normalistas Superiores from the north of Tolima in Colombia are analysed, since these will be educators at the elementary education, and among their obligations, will be to guide their students in the subject of mathematics. This descriptive-exploratory study analyses the evaluations given by 83 high school students belonging to two of the Normales Superiores of the department of Tolima. To collect the information used a Likert (Auzmendi, 1992) scale type, designed and validated in high school students to measure attitudes towards mathematics, was found that, contrary to the trend in previous studies of showing greater anxiety in women than in men, in the Normal Superior of Villahermosa, men present higher levels.

Enhancing Critical Thinking And Problem Solving Skills By Complexity Science-Problem Based Learning Model

Thu, 15 Feb 2024 00:00:00 +0100

Critical thinking and problem-solving are fundamental skills that students need to master. Various learning obstacles that occur during the pandemic of Covid-19 have hindered critical thinking and problem-solving skills training. This study aimed to enhance students' critical thinking and problem-solving skills through Complexity Science-Problem Based Learning (CS-PBL) model. The research applied quasi-experimental with Nonequivalent Pre-test-Post test Control Group Design. The research sample consisted of 27 students in the experimental CS-PBL group, 29 students in the PBL group, and 26 students in the direct learning group. The instrument used in the research was an essay test of critical thinking integrated with problem-solving. Data were analyzed using ANCOVA followed by an LSD test. The results showed that the CS-PBL model enhanced students' critical thinking and problem-solving skills (p<0.05). Therefore, the CS-PBL model is applicable to facilitate the enhancement of critical thinking and problem-solving skills in the post covid-19 pandemic.

Interdisciplinary Gamification with LKT: New Didactic Interventions in the Secondary Education classroom

Isabel María Gómez-Trigueros — Thu, 15 Feb 2024 00:00:00 +0100

The lack of motivation, deficient digital competence and non-significant learning are some of the persistence of Secondary Education students in the educational context. Starting from this educational reality, a quantitative study is presented on the perception of students after the implementation of gamified strategies with interdisciplinary technologies and methodologies. This inclusive and innovative proposal was implemented in Comunidad Valenciana Secondary Schools. The research is designed based on survey-type studies, using a cross-sectional quantitative experimental methodology with pre-test and post-test, validated through the Expert Panel method. Descriptive analyzes have been performed, as well as the Student's t-test and unifactorial ANOVA analysis of variance. The instruments used show a strong general internal consistency (α = .89) and in its different dimensions (motivation, gamification, digital skills and interdisciplinarity) being valid for the study. The results confirm that the incorporation of such gamified proposals from interdisciplinary methodologies and technologies increase student motivation, arouse interest in the acquisition of content from different disciplines, help the development of meaningful learning and develop students' digital competence. future citizenship of the 21st century.