https://upo.es/revistas/index.php/IJERI/issue/feed IJERI: International Journal of Educational Research and Innovation 2022-12-19T00:00:00+00:00 Eloy López Meneses, PhD. elopmen@upo.es Open Journal Systems <div>International Journal of Educational Research and Innovation (IJERI) is an international scientific journal that aims to promote reflection and multidisciplinary research on Educational Innovation and Research. It arises from an International teaching group called Innovagogía®: <a href="http://innovagogia.jimdo.com/" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=http://innovagogia.jimdo.com/&amp;source=gmail&amp;ust=1607246762106000&amp;usg=AFQjCNHb-Uw8sWmtiH3G40SHzBampOT8yQ">http://innovagogia.jimdo.com/</a><br /><br />All published articles are subject to a rigorous peer review process. Its Editorial and Scientific Councils are made up of teachers from different countries of the world.</div> <div> </div> https://upo.es/revistas/index.php/IJERI/article/view/4484 Causes of student abandonment, where, how and how many 2020-01-15T20:03:56+00:00 Carmen Burgos Videla carmen.burgos@uda.cl Verónica Aliaga Prieto veronica.aliaga@uda.c Viviana Tesmer Orellana viviana.tesmer@uda.cl Katherine Pavez Bravo katterine.pavez@uda.c <p>The following research has the objective of establish reasons of academic desertion, which expose differences statistically meaningful for their presentation levels in order to achieve the characterization of the reasons that put in danger the continuity of enrolled students from 2013 in observation until the year 2016 in Atacama University. From 819 students who did not renew their enrolment, the study considered a sample of 326 students, from whom specific information is considered. It was done a statistic to analysis using a mixed method approach, which gave the result of the following reasons for the academic desertion academic efficiency, statistically meaningful and outstanding among the other considered variables; economic, personal and health problems appear as well. It is highlighted the denial of renewal of enrolment as an important reason about the stated problem. The analysis of this first researcher determined the factors that are part of the problem of the academic’s desertion and, with that in mind; it is possible to establish reasons as well as its classification in order to determine that there exists a problem or reason for students to abandon their university with that careers, and it is possible to present the design of a proposal that helps in the progressive improvement of the topics that cause the academic desertion of university students.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Carmen Burgos Videla, Verónica Aliaga Prieto, Viviana Tesmer Orellana, Katherine Pavez Bravo https://upo.es/revistas/index.php/IJERI/article/view/6337 Implication of previous training and personal and academic habits of use of the Internet in the development of different blocks of basic digital 2.0 competencies in university students 2021-11-06T04:33:16+00:00 Juan David Concepción jconcepcion14@uagm.edu Eloy López Meneses elopmen@upo.es Esteban Vázquez Cano evazquez@edu.uned.es Samuel Crespo-Ramos samuel.crespo.edu@juntadeandalucia.es <p>The objective of this study has been to analyze the relationship of different variables such as possible previous training in web 2.0 and social software, or the number of hours of exposure and browsing on the internet and academic use of university virtual platforms by students of courses 18- 19 and 19-20 from the Pablo de Olavide University and the National Distance Education University of Graduate in Social Education and Pedagogy respectively, in terms of the degree of training shown in digital skills of students in these university contexts.</p> <p>For this purpose, a didactic instrument called COBADI_2_0 (basic digital skills 2.0 of university students) has been used with registered trademark 29,706,648 in the OEMP (Spain), and the present study of the Innovation Project "Teaching Innovation 2.0 with Technologies of Information and Communication (ICT) in the European Higher Education Area ”, located within the framework of Action 2 of Innovation and Teaching Development Projects subsidized by the Vice-Rector's Office for Teaching and European Convergence of the Pablo de Olavide University (Seville) .</p> <p>Multivariate analyzes of variance, t tests, chi-square tests as well as descriptive box and whisker tests were carried out with the different variables referred to. In the first place and with respect to previous training in web 2.0 and social software, the results showed both at the Pablo Olavide University and the UNED during courses 18-19 and 19-20, a significant correlation between this training and the competences basic digital data demonstrated in the use of ICTs for the search and processing of information (block II). However, subsequent t-student tests also showed that, with respect to students without this previous training in web 2.0, no significant difference is evidenced in any block of acquired digital skills.</p> <p>Secondly, in the sample of students from both universities, it was found that greater exposure and Internet browsing was related to a slightly higher demonstration of all blocks of basic digital skills, although only a significant relationship was evidenced for this exposure to the Internet. with the acquisition of basic digital skills of block IV (virtual tools and social communication of the University), in the students of the UNED, of both courses.</p> <p>Finally, the tests carried out on boxes and whiskers showed little relevance or impact of the aforementioned time of exposure of the student on the Internet for the acquisition or demonstration of basic digital skills of block I and block III (knowledge and use of ICT in social communication and interpersonal skills in the use of ICTs in the university context, respectively). On the other hand, said exposure was significant for the competences of blocks II and IV (competences of use of ICTs for the search and treatment of information and virtual and social communication tools of the University, respectively), especially for the low and medium exposure levels. Finally, the results and their possible practical implications are discussed.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Juan David Concepción, Eloy López Meneses, Esteban Vázquez Cano, Samuel Crespo-Ramos https://upo.es/revistas/index.php/IJERI/article/view/4519 Daily practice test 2020-02-08T23:41:41+00:00 Jun Carl Alenton jbalenton@up.edu.ph <p>This experimental study evaluated the effects of implementing the Daily Practice test in solving fundamental operations on fractions as one of the deficiencies of students in Mathematics. Moreover, achievement test results reveal that one of the weaknesses of the students is mastery and computational fluency in solving problems involving fractions. The study aimed to compare daily testing and conventional review as a tool to master concepts involving fractions. This was made through the pre-posttest in the students’ performance before and after being exposed to daily testing. The respondents were grouped according to conventional review and a group exposed to the daily testing for eight weeks. Two distinct classes; experimental (n=75) and control (n=75) groups were randomly chosen. The results revealed that the students in both groups showed Below Average performance in the pretest but manifested a significant difference in the actual mean in the post-test. Both groups displayed significant improvement in solving fundamental operations on fractions. Further, the achievement of students under the Daily Practice Test showed Above Average performance and significantly helped in the improvement of students’ mastery in solving the fundamental operations on fractions. The paper concludes that daily testing has a positive impact on students’ mastery and have shown improvement in their study habits as tested often.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Jun Carl Alenton https://upo.es/revistas/index.php/IJERI/article/view/7444 Analysis of teachers' digital competencies from assessment frameworks and instruments 2022-09-07T12:27:20+00:00 Lorena Martín Párraga lorena@grupotecnologiaeducativa.es Carmen Llorente-Cejudo karen@us.es Julio Cabero-Almenara cabero@us.es <p>The technologicalisation of society has posed a great challenge for 21st century education, which has had to face it in order to provide quality digital literacy. These accelerated changes have repercussions in a number of areas, including the professionalisation of teachers due to the difficulties they face in updating their knowledge and adapting to the rapid pace of technology.</p> <p>Digital technologies are now indispensable in the working, social, economic, sporting, artistic, cultural, scientific and academic environments and are an essential element for academic and professional training. All of this highlights the need for a digital transformation in teaching and the acquisition of technological competences that respond to current challenges and thus offer comprehensive training for life, enabling evolution in the digital era and opening paths towards new, meaningful and innovative pedagogical practices.</p> <p>This study focuses on analysing the different existing competency frameworks necessary for teachers to develop throughout their professional and personal careers, as well as the importance of assessing their level of competence and knowing how to diagnose, in this way, the CDD acquired through various instruments of different typologies created for this purpose.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Lorena Martín Párraga, Carmen Llorente-Cejudo, Julio Cabero-Almenara https://upo.es/revistas/index.php/IJERI/article/view/7299 Percepction of virtual classes during COVID-19 by university students 2022-07-25T06:44:59+00:00 Isabel R. Rodríguez-Ortiz ireyes@us.es Francisco Javier Moreno-Pérez jmorpere@us.es <p>As a result of the declaration of the global pandemic due to COVID-19, universities around the world had to adapt their classes to the online mode for long periods or alternate this mode with face-to-face. The lack of planning related to this change could have consequences on teaching. This study aimed to know the perception of university students about online classes during this pandemic period and to analyze some variables associated with the degree of acceptance of these classes. To do this, 266 students belonging to 20 different degrees and 14 Spanish universities have been surveyed. A questionnaire was developed based on previous studies to collect information on the experience of the students with the online modality, the comparison between the online and face-to-face modality in terms of advantages and disadvantages, and satisfaction with the online modality. The results indicate that more than half of the students surveyed prefer face-to-face training, although they perceive some advantages associated with online training. Students also perceived face-to-face training as more effective in achieving learning objectives. Satisfaction with online teaching was related to greater interaction with peers, greater student involvement in training, and better perception of the role the teacher.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Isabel R. Rodríguez-Ortiz, Francisco Javier Moreno Pérez https://upo.es/revistas/index.php/IJERI/article/view/5711 Maddison Awards 2014-2018. 2021-02-24T13:03:11+00:00 Mauricio Matus-Lopez mmatlop@upo.es Montserrat Cachero Vinuesa mcacvin@upo.es Paula Rodríguez Modroño prodmod@upo.es <p>The implementation of the European Higher Education Area (EHEA) required university courses to strengthen the development of students' competences. This paper presents the results of four editions of The Maddison Awards, a practical exercise to develop several competences: teamwork, audiovisual production, synthesis, and ICT use. Specifically, it consisted in writing, filmmaking and editing short films related to different topics studied in Economic History. In total, almost 2,000 students have participated, who working in groups, have made more than a hundred videos. The results have been highly positive, corroborating the usefulness of this exercise to bring the Economic History closer to students, stimulating creativity and the degree of involvement during the course. However, it also posed some difficulties.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Mauricio Matus-Lopez, Montserrat Cachero Vinuesa, Paula Rodríguez Modroño https://upo.es/revistas/index.php/IJERI/article/view/6189 Cognitive and affective variables predictive of the academic performance of university students 2021-09-21T12:42:23+00:00 Luisa Taveras-Pichardo z72tapil@uco.es <p>Affectivity in the educational context has gained importance because it is recognized that students experience a variety of emotions in the academic environment. This article seeks to explain the impact of cognitive variables and negative affectivity, specifically, depression, anxiety and anger. The design was a multiple regression analysis that considered the cognitive and affective variables and gender as independent and the academic index as the dependent variable. 719 new students from a Dominican university participated. The results show that despite the fact that academic performance could be explained by the influence of both variables, the cognitive ones had an effect up to five times greater than the affective ones. The affective variables that had predictive value were: anger, specifically internal control and anger reaction, and the cognitive-affective dimension of depression. In women, affective variables were not predictive of academic performance.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Luisa Taveras-Pichardo https://upo.es/revistas/index.php/IJERI/article/view/5453 Perspective of the university student on the practice of values in teachers 2020-12-15T14:49:21+00:00 Gladys Hernández Romero gladiolita6@hotmail.com <p>Value based education is a fundamental aspect in the life of every human being and the professors act as a key element to reach that result by influencing through words and actions in the classroom. The research was developed with a quantitative focused methodology applying a 19 items instrument to 431 students of a public university seeking to know their appraisal&nbsp;on the practice of their teacher's values. Based on the obtained data, in spite of being considered inspirational people, the professors, with certain frequency are susceptibles to break university norms and values.</p> <p>&nbsp;</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Gladys Hernández Romero https://upo.es/revistas/index.php/IJERI/article/view/5222 Active methodologies and ICT to prevent bullying. Main study background and contributions 2020-08-08T19:04:10+00:00 María Pilar Cáceres Reche caceres@ugr.es Magdalena Ramos Navas-Parejo magdalena@ugr.es María Jesús Santos Villalba mariajesus.santos@unir.net María Rosario Salazar Ruiz rosariosr@correo.ugr.es <p>Bullying is a widespread problem that has caused great social alarm in recent years because of its serious effects on children. In the educational context it is one of the most common expressions of peer violence along with cyber-bullying. The aim of this research has been to analyse the scientific production about the prevention of school bullying through active methodologies and the use of ICTs in formal educational contexts. This study derives from a research project financed through the Ministry of Science, Innovation and Universities (FPU18/00676) and is the result of a bibliometric study, in which various current articles have been analysed through the application of different indicators. The results show that scientific productivity on this subject has proliferated in recent years, which gives a glimpse of the relevance given to these issues in the scientific community. Among the conclusions of this work, the advantages of the use of gamification and the use of digital applications such as Kahoot or digital comics, which allow students to simulate experiences that would occur in the real world in order to develop new skills, critical self-reflection and greater awareness of the problem, should be highlighted. In the same way, it is essential that teachers, through the use of these teaching strategies, promote the students' protagonism, their expectations towards learning, as well as the prevention of bullying behaviour among peers.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 María Pilar Cáceres Reche, Magdalena Ramos Navas-Parejo, María Jesús Santos Villalba, María Rosario Salazar Ruiz https://upo.es/revistas/index.php/IJERI/article/view/6090 Identification of self-esteem levels in secondary school students according to: sex, grade an area of origin 2021-07-10T16:46:19+00:00 Pedro Rojas Pedregosa pedrorojas1219@yahoo.es <p>The objective of this study is to show the level of self-esteem of secondary school students, both in urban and rural areas and according to gender and year group, in the province of Córdoba (Spain). The sample consists of 307 students from four secondary schools. The Garcia (1995) self-esteem evaluation questionnaire for secondary school students was used. The results show statistically significant discrepancies according to gender: for physical, general, intellectual, emotional self-esteem, relationships with others and on the independent scale of self-criticism. Depending on the year group, there are differences in physical and general self-esteem and the self-critical independence scale. On the other hand, significant correlations are observed (slight ones, between the students’ age and their general and physical self-esteem and the self-critical independence scale). These results are useful in terms of identifying specific aspects of self-esteem that could be fostered in the school environment.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Pedro Rojas Pedregosa https://upo.es/revistas/index.php/IJERI/article/view/6836 The evaluation of learning by competencies in the Medicine Degree: the proposal of a new model for UNAN- Managua 2022-04-12T17:58:36+00:00 Karla E. Molina Saavedra kmolina230873@gmail.com Esther Prieto Jiménez eprijim@upo.es Guillermo Dominguez Fernandez gdomfer@upo.es <p>This papper presented gathers the main results obtained after the completion of a doctoral thesis by the first signing author. Under the title "Assessment model of learning by competencies: Clinical area of ​​the Medicine degree, UNAN- Managua", its purpose was to design an evaluation model of learning by competencies for the Medicine degree career. To achieve this objective, a mixed study was carried out, using a multiple sequential intermethod triangulation (quali-quanti-quali) and intra-qualitative method of the information collected. The main conclusions led to the identification that the current teaching evaluation practices are basically behaviorist, the scarcity in the different competences that are evaluated at the discretion of the teacher of the different care teaching units and with a limited variety of evaluation techniques and instruments was evidenced. The research process ended with an evaluation proposal, based on the CEFIMM model (Context, Evaluator/Evaluated, Purpose, Moments, Methodology) in which the evaluation is viewed holistically and includes the evaluation of the deferred phase.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Esther Prieto Jiménez, Guillermo Dominguez Fernandez, Karla E. Molina Saavedra https://upo.es/revistas/index.php/IJERI/article/view/6376 Pedagogical conception of ICT conflicts in schools in the province of Malaga (Spain): A commitment to mediation. 2021-12-02T11:38:59+00:00 José Luis González Sodis sodis@uma.es Juan José Leiva Olivencia juanleiva@uma.es Antonio Matas Terrón amatas@uma.es <p>Unwanted behaviour using Information and Communication Technologies (ICT), generally with mobile phones, is a concern in schools in our country. In order to address this situation, new strategies are being developed and applied to promote positive coexistence, such as peer mediation.</p> <p>The aim of this research is to analyse how ICT conflicts are perceived by students in Compulsory Secondary Education (ESO). A survey study was carried out using a Likert-type questionnaire, the School Violence Questionnaire (CUVE-R) on the perception of conflicts. The sample consisted of 1069 students from different schools in Malaga. The results indicate the existence of a significant level of ICT conflict between pupils and, to a lesser extent, between pupils and teachers, always from the pupils' point of view. It is concluded that ICT violence can be tackled with the implementation of school mediation, a strategy that is proposed as an appropriate procedure for positive conflict management. The fundamental principles of mediation are the same: voluntariness and free will, equality of the parties, neutrality of the mediators and confidentiality. In this paper we do not include cyberbullying behaviour as these authors consider that this conflict is the most serious of all possible conflicts and does not admit school mediation between peers as it does not support the elementary principle of equality between the parties, although mediation can be a good proactive strategy against cyberbullying.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 José Luis González Sodis, Juan José Leiva Olivencia, Antonio Matas Terrón https://upo.es/revistas/index.php/IJERI/article/view/6338 The effect of the use of sports education model on the multi-directional development of students: A meta-analysis study 2021-11-20T08:45:55+00:00 Hulusi Böke yakamoz8386@gmail.com <p>In this study, the effect of the sports education model in the lessons was examined. A total of 54 data belonging to 39 studies that comply with the inclusion criteria out of 159 studies were collected. The number of samples to which the sports education model is applied and the data is provided is 3.655 people. In the studies examined within the scope of meta-analysis (the use of sports education model), the information and findings regarding the students' multi-directional development areas are the subtitles of the study. According to the results of the research, the effect size of using the sports education model in the multi-directional development area is medium (d = 0.533). As a result of the moderator analysis, significant differences were determined for the education level and publication year.</p> <p> </p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Hulusi Böke https://upo.es/revistas/index.php/IJERI/article/view/6429 Online Education amid COVID-19 Crisis 2022-01-06T12:50:09+00:00 Sumra Kalsoom B. kalsoomsumra@gmail.com Muhammad Mumtaz mumtaz86@hotmail.com Nasra Dahir Mohamed nasra4488@gmail.com Abdul Haseeb abdulhaseeb5288@outlook.com Sarfaraz Hussain Ansari sarfrazhussain123@gmail.com <p>The objective of this study is to examine the main constraints experienced in the online mode of education during this pandemic at higher education level in Pakistan. The COVID-19 pandemic credibly transformed the method of learning and teaching from face to face to online.&nbsp; In unexpected sudden septicity, universities in Pakistan have started online education without proper instructional provision and relevant experience. For this purpose, the data is collected from 750 students and teachers across all over the regions in Pakistan. The study has used partial least square structural equation modeling (PLS-SEM). The findings show that technological bottlenecks, institutional preparedness, and digital divide are significant challenges. The differences in perceptions of rural and urban areas are also very important referring to several policies implications, implementing information communication technology (ICT), friendly curriculums, enhancing online accessibility and infrastructure development. This study contributes to help universities for developing effective e-learning policies for students in the situation of COVID-19.&nbsp;</p> <p>&nbsp;</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Sumra Kalsoom B. , Muhammad Mumtaz, Nasra Dahir Mohamed , Abdul Haseeb, Sarfaraz Hussain Ansari https://upo.es/revistas/index.php/IJERI/article/view/6193 Detection of teacher training needs in inclusive education. 2021-09-10T13:06:07+00:00 Nerea Felgueras Custodio nerea.felgueras@urjc.es Miriam Díaz Vega miriam.diaz@urjc.es Ricardo Moreno-Rodríguez ricardo.moreno@urjc.es <p>It is imperative to detect the training needs of education professionals on the educational needs of students with a diagnosis of Fetal Alcohol Spectrum Disorder, thus favouring an early detection that allows the correct development of the person and a rights-based education. To this end, the aim is to design a tool to assess the knowledge and attitudes of teachers, professors, and counsellors to determine, if appropriate, training needs. The Delphi method is applied to a sample of seven experts in the field. In the data analysis, the relative interquartile range (RIR) was applied to determine consensus and the variation of the RIR to determine stability between consecutive rounds. In the third round, consensus was obtained for most of the items, retaining those items where RIR&lt;.05. Between the second and third consecutive rounds, panel stability was achieved, with the RIR variation being less than .05 in more than 80% of the items. In conclusion, the questionnaire shows high content validity and incorporates the most relevant items about FASD that should be known in order to detect a possible case of FASD at an early age.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Nerea Felgueras Custodio, Miriam Díaz Vega, Ricardo Moreno-Rodríguez https://upo.es/revistas/index.php/IJERI/article/view/5917 Qualitative research in education 2021-05-12T19:05:10+00:00 Omar A. Ponce um_oponce@uagm.edu José Gómez-Galán jogomez@uagm.edu Nellie Pagán-Maldonado npaganm@uagm.edu <p>Since it entered education in the mid-20th century, qualitative research has been a well-established methodology among educational researchers. Its strength lies in its nature, scope, and methodological flexibility to understand education's cultural, social, political and moral phenomena. Between the 1970s and 1980s, the relevance and superiority of quantitative vs. qualitative research in education were debated in academic forums. The paradigm debate was so intense that it reached political discussions. In 2002, the National Research Council (NRC) of the United States of America recommended the Federal Department of Education the exclusion of qualitative research from federal funds because it was not considered scientific research. A similar situation was observed in England and Australia. Since then, qualitative research has continued to develop as a model of educational research with the support of private funds. This paper revisits qualitative education research and examines its developments to reposition itself as a legitimate model of scholarly research in a political-scientific era.</p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Omar A. Ponce, José Gómez-Galán, Nellie Pagán-Maldonado https://upo.es/revistas/index.php/IJERI/article/view/6262 Hope and Resilience Mediate Relationship between Stress and Satisfaction with Life of Teachers amid COVID-19 Crisis in the Philippines 2021-10-18T15:38:55+00:00 Michael B. Cahapay mbcahapay@up.edu.ph Nathaniel F. Bangoc II nathaniel.bangoc@deped.gov.ph <p style="margin: 0cm; text-align: justify;"><span style="font-family: 'Arial',sans-serif;">Psychological outcomes play a vital role in the stress and satisfaction with life (SWL) of people amid novel situations. Set in the context of emergency remote education amid the global COVID-19 crisis, this study was carried out with the overall purpose to assess whether hope and resilience mediate the relationship between stress and SWL of teachers. A survey was conducted in a sample of 2272 teachers from Mindanao, Philippines. Adapted scales were used to gather the needed data through a structured online survey questionnaire. The result of the analysis demonstrated that stress has a significant and negative predictive effect on hope, resilience, and SWL. On the other hand, hope and resilience generated significant and positive predictive effects on SWL. The result of mediation analysis proved that hope and resilience significantly mediated the relationship between stress and SWL. These pieces of evidence suggest that hope and resilience are important psychological resources that can decrease the negative impacts of COVID-19 experiences such as stress on the SWL of the teachers.</span></p> 2022-12-19T00:00:00+00:00 Copyright (c) 2022 Michael B. Cahapay, Nathaniel F. Bangoc II