Examinando por Materia "Hábitos de estudio"

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    PublicaciónAcceso abierto
    Developing efl learners’ study habits to improve communicative skills under the “Mentoring” program at Universidad de Córdoba
    (2023-07-26) Gil Vergara, Kamila Susana; Nieto Caballero, Jaime Arturo; Olga Lucía Galván Garcés
    This report describes the internship accomplished at the University of Cordoba in the Foreign Language Teaching Program under the Student Academic Accompaniment and Mentoring Program. It is intended to prevent student dropout and to bring down the level of desertion to maintain and stimulate the permanency of the students in the program. 15 learners who were studying Grammar and Communication from novice to upper intermediate level enrolled from first to fifth semester, were identified and presented academic needs mainly regarding study habits which affected their academic performance; they lacked a plan to study appropriately to improve their communicative skills, they also had some difficulties concerning the use of grammar in writing and listening tasks. Add to this, students had personal problems which caused them to stop paying attention in class or to attend classes. As many of them worked sometimes they did not have time to get home to study and they simply could not concentrate in class due to external problems. The methodology applied was principally founded on professional development to measure the different needs teachers encounter at different stages of their career; collaborative and cooperative learning which let the mentor and the mentee work together to achieve a common goal; also, the development of study habits which lead the learners to create and domain a set of behaviors to study more proficiently, and the implementation of adapting methodologies. The results confirmed that mentees could not only improve their communicative skills, but also their academic records in some way, likewise they realized the importance of having a plan to track progress and set goals.
  • Miniatura
    PublicaciónAcceso abierto
    Efecto del uso de las redes sociales en la procrastinación académica
    (Universidad de Córdoba, 2024-01-23) Tirado Peinado, Jose Alberto; Rivera Rivero, Luis Fernando; Álvarez Quiroz, Glenis Bibiana; Pacheco Lora, Martha Cecilia; Ramos Martínez, Oscar David
    La presente investigación se centra en analizar los efectos del uso de las redes sociales en la procrastinación académica de estudiantes de noveno grado en la Institución Educativa Liceo La Pradera, ubicada en la ciudad de Montería. El estudio se desarrolló considerando la creciente preocupación sobre cómo las redes sociales afectan el rendimiento académico y los hábitos de estudio de los adolescentes. El análisis se basó en la recopilación de datos a través de encuestas y entrevistas a estudiantes de noveno grado, con el objetivo de comprender la relación entre el tiempo dedicado a las redes sociales y la tendencia a procrastinar en sus tareas escolares. Los resultados revelaron que un porcentaje significativo de los estudiantes utilizaba las redes sociales como una distracción de sus responsabilidades académicas. Se encontró que el uso excesivo de las redes sociales a menudo conducía a la postergación de actividades relacionadas con el estudio, lo que afectaba negativamente su desempeño escolar. Sin embargo, también se identificó que algunos estudiantes lograban utilizar las redes sociales de manera más eficiente, lo que no afectaba sus hábitos de estudio. Este estudio resalta la necesidad de concienciar a los estudiantes sobre la gestión del tiempo y la importancia de equilibrar el uso de las redes sociales con sus responsabilidades académicas. Además, ofrece información relevante para educadores y padres sobre cómo abordar este desafío en la era digital.
  • Miniatura
    PublicaciónAcceso abierto
    Relación entre las características específicas del acompañamiento familiar con el rendimiento académico, de niñas y niños del grado transición en el Centro Educativo Mata de Caña del municipio de Lorica, Córdoba
    (2023-02-15) Maussa Miranda, Alexandra Patricia; Monterrosa Morales, Angélica María; Pacheco Lora, Luis Carlos
    This document is based on the analysis of the relationship between academic performance and the specific characteristics of the family accompaniment that children of the transition grade of the Mata de Caña Educational Center of the Municipality of Lorica, Córdoba, receive in their learning process; As it is well known, family accompaniment is fundamental in the formation of the student, it is a factor in which the greatest responsibility of education lies, these must work together in a transversal way, with the school and the parents. They contribute in the formative mission, given that both, family-school, have as an objective the development of the human being's abilities. In order to identify the way in which parents participate in the processes, interviews were conducted where each of these aspects were made known; as well as the factors associated with the academic performance of the students who have accompaniment; likewise, the relationship between academic performance and the specific procedures of family accompaniment is described. With all the above mentioned, we intend to centralize the family accompaniment and give it the importance it deserves as a basis for the integral development of the children, more specifically those of the Mata de Caña Educational Institution. In the same way, if no methods of family accompaniment are observed, some workshops, activities, parents' school or any activity that helps families to commit themselves to their children's education will be recommended. Not only because of the above mentioned, since it is important to mention the lack of interest on the part of parents or guardians, making all of these related to the performance of children in the classroom.