<p style="text-align: justify;">Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.</p>
According to experts, students respond better to challenges where creativity and innovation are boosted than in the classical teaching-learning model, this also includes the English classroom. Based on this premise, this mixed and pre-experimental design research seeks to share the effect of a social poster project on tertiary education students’ productive skills performance in a public institution in Peru. The data was collected from 71 participants who were assessed before and after this through pre and post-test. In addition, a closed and open-ended questions survey was carried out to know the participants’ views on their posters’ creation experience and look for the most common rhetorical elements in their creation. The most noteworthy findings were the statistically significant score improvements in productive skills in the participants, upon project completion, and the favorable opinion about this, in conjunction with their preference for Logos design, at the time of persuading people.
<p style="text-align: justify;">Biology laboratory courses (BLC) are designed to enhance and concretize students’ understanding of biology concepts. However, due to threats posed by the COVID-19 pandemic, education institutions were compelled to devise methods for teaching outside of laboratory structures and in a distant learning format. This phenomenological research explored the teachers’ articulation in the delivery of online distance learning (ODL) in BLC. Specifically, this study identified various methods and alternatives employed by biology teachers in conducting laboratory activities. Purposive sampling was used to select participants in survey, interview, and focus group discussion. The data were analyzed using thematic analysis. The study revealed that teachers articulate the delivery of online biology laboratory courses by employing different instructional practices in the three areas of learning experience: planning, implementing, and assessing stages. The results provide practical implications for the improvement of biology instruction and recommendations to support the delivery of flexible learning modalities during educational disruptions.</p>
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