scholarly journals Using the webquest model as alternative assessment in the course LM-1001 Integrated English I at the University of Costa Rica

InterSedes ◽  
2013 ◽  
Vol 14 (28) ◽  
Author(s):  
César Alberto Navas Brenes
Keyword(s):  
Costa Rica ◽  
Alternative Assessment ◽  
First Year ◽  
First Year Students ◽  
Web Based ◽  
Computer Lab ◽  
The University ◽  
Traditional Evaluation ◽  
Pedagogical Principles ◽  
English I

This article explores the pedagogical principles as well as the advantages and recommendations of designing and implementing WebQuests in the course LM-1001 Integrated English I in the School of Modern Languages at the University of Costa Rica. This type of Web-based task was used as alternative assessment rather than traditional evaluation. This study also presents three sample WebQuests which were implemented with four groups in four different semesters of first-year students during their computer lab sessions.

scholarly journals The acquisition of a series of phrasal verbs in the course integrated English I at the University of Costa Rica

InterSedes ◽  
2018 ◽  
Vol 18 (38) ◽  
Author(s):  
César Alberto Navas Brenes
Keyword(s):  
Costa Rica ◽  
Placement Test ◽  
First Year ◽  
Phrasal Verbs ◽  
First Year Students ◽  
Proficiency Level ◽  
Evaluative Instrument ◽  
The University ◽  
Selection Of ◽  
English I

This article is aimed at observing the acquisition and assessment of a list of forty phrasal verbs in a group of first-year students of the course LM-1001 Integrated English I at the University of Costa Rica. First of all, the author implements a placement test to determine the students’ proficiency level, being Integrated English I the first EFL course of the program. Then, the author administers two instruments to assess the students’ knowledge on a series of phrasal verbs before the presentation, practice, and production throughout the second part of the semester. A contextualized sample lesson to practice a selection of phrasal verbs is also included. To finish, the students receive two additional instruments and a final evaluative instrument to observe the level of acquisition of twenty phrasal verbs as a result of explicit instruction.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Epidemiología de las lesiones en los estudiantes de Ciencias del Movimiento Humano de la Universidad de Costa Rica (Epidemiology of injuries in students of Human Movement Sciences at the University of Costa Rica)

Retos ◽  
2016 ◽  
pp. 171-175
Author(s):  
Willy Gálvez Aguilar ◽  
Cinthya Campos Salazar ◽  
Yamileth Chacón Araya
Keyword(s):  
Costa Rica ◽  
Incidence Rate ◽  
Injury Risk ◽  
Human Movement ◽  
Student Population ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
School Year ◽  
The University

El propósito del estudio fue determinar la tasa de incidencia de lesiones y el de riesgo de lesión en el estudiantado de primer año de la Carrera Ciencias del Movimiento Humano de la Universidad de Costa Rica durante el año lectivo 2014. Es un estudio prospectivo en el que participaron 47 estudiantes, quienes voluntariamente completaron el consentimiento informado y un cuestionario de autoreporte para conocer la presencia de lesiones y hábitos de actividad física. A los participantes se les indicó que cada lunes del semestre debían reportar la presencia de alguna lesión ocurrida durante la semana anterior y que debían sacar una cita médica para un diagnóstico preciso. Se encontró que el 31.8% de los estudiantes (80% mujeres y 20% hombres) ingresaron lesionados a la carrera (p < 0.001). Durante el año de seguimiento, 59.5% de la población estudiantil presentó una lesión nueva. Hubo 37 lesiones nuevas, 24 (64.9%) en mujeres y 13 (35.1%) en hombres, siendo las de rodilla y muslo las más frecuentes. Estas lesiones ocurren principalmente en el contexto extracurricular. El riesgo de lesión para la población fue de 0.79 y la tasa de incidencia 2.00 lesiones/1000 h de exposición. Se concluye que la población estudiantil masculina y femenina de primer año de la carrera de Ciencias del Movimiento Humano de la Universidad de Costa Rica es vulnerable a la presencia de lesiones en el tren inferior, mostrando una mayor cantidad de lesiones en el segundo semestre del año. Se necesitan estudios longitudinales para conocer la evolución y atención de las lesiones a lo largo de la carrera.Abstract. The purpose of the study was to determine the incidence rate of injuries and the risk of injury on first-year students of the Human Movement Sciences Program from the University of Costa Rica during the school year 2014. In this prospective study, 47 students voluntarily completed an informed consent and a self-report questionnaire to determine injuries and physical activity habits. Participants were instructed that every Monday of the semester should report any injury that occurred during the previous week, and to make a doctor’s appointment for an accurate diagnostic. Results indicated that 31.8% of the first-year students (80% women, 30% men) entered the program already injured (p < 0.001). During the follow-up year, 59.5% of the student population reported a new injury. There were 37 new lesions, 24 (64.9%) in women and 13 (35.1%) in men, being the knee and thigh the most frequent injuries. These lesions occurred mainly in the extracurricular context. The injury risk for the population was 0.79 and the incidence rate of 2.00 injuries/1000-h of exposure. In conclusion, the first-year male and female student population of the Human Movement Sciences Program at the University Costa Rica is vulnerable to injuries in the lower body, with a greater number of injuries in the second semester of the year. Longitudinal studies are needed to determine the evolution and care of injuries throughout the program.

scholarly journals Validación de un modelo de cuatro estrategias de resolución de ítems de razonamiento en una prueba estandarizada de selección/Validation of a Four-Strategies Model for Solving Reasoning Items in a Standardized Selection Test

2018 ◽  
Vol 37 (1) ◽  
pp. 77
Author(s):  
Karol Jiménez Alfaro ◽  
Guaner Rojas-Rojas ◽  
Armel Brizuela Rodríguez ◽  
Nelson Pérez Rojas
Keyword(s):  
Costa Rica ◽  
Test Scores ◽  
Standardized Test ◽  
Cognitive Model ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Academic Aptitude ◽  
Selection Test ◽  
The University

<p><em><strong>Español</strong></em></p><p>La premisa de este estudio consiste en que un modelo cognitivo permite a las personas mejorar el desempeño en la resolución de preguntas de una prueba estandarizada donde el uso de estrategias tiene un papel crucial. El propósito de la investigación fue validar un modelo cognitivo con cuatro estrategias definidas por jueces expertos con base en los procesos de respuesta que subyacen a ítems de la Prueba de Aptitud Académica de la Universidad de Costa Rica (UCR). Se realizaron ocho entrevistas semiestructuradas a estudiantes de la UCR, quienes estaban cursando el primer año en esta institución y se aplicaron las técnicas de reporte verbal para obtener evidencias de los procesos de respuesta de los ítems. Se analizaron los reportes para comprobar la correspondencia entre el marco de las estrategias definidas previamente por jueces expertos y las respuestas dadas por los participantes. Los resultados indicaron que los participantes siguieron las estrategias propuestas para la solución de las situaciones planteadas por los jueces; por tanto, los ítems son indicadores de los procesos subyacentes a estas estrategias. Estos hallazgos abren la posibilidad de implementar investigaciones con atributos presentes en cada estrategia propuesta de este estudio, que posibiliten predecir las puntuaciones de la prueba en el rendimiento académico en la UCR.</p><p><em><strong>English</strong></em></p><p>The premise of this study is that a cognitive model can increase students’ performance for solving items on a standardized test, where strategies play a crucial role. The purpose of the study is to validate a cognitive model with four strategies defined by expert judges based on the response processes that underlie the items of the University of Costa Rica (UCR) Academic Aptitude Test. Eight semi-structured interviews were conducted with first-year students at UCR and the techniques of verbal reporting were applied to gather evidence of the items’ response processes. The reports were analyzed to verify the correspondence between the framework of the strategies previously defined by expert judges and the answers given by the participants. In light of the results, it was concluded that the participants followed the proposed strategies for solving the situations posed, and, therefore, the items are indicators of the processes underlying these strategies. The results open the possibility of implementing research with attributes present in each strategy proposed in this study, which will allow predicting test scores in academic performance at the UCR.</p>

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

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