Trabajos Finales de graduación
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Browsing Trabajos Finales de graduación by Author "Alfaro Alfaro, Roy"
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Item Adaptation of teaching and Learning techniques that respond to the needs of students for non-significant curricular accommodation at the ninth level at C.T.P Carrizal, in the third trimester 2020.(Universidad Hispanoamericana, 2021-06-16) Soto campos, Gilbert; Regidor Valerin, Geavanna; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesEn esta tesis se reconoce cuáles son los alumnos con adecuación curricular en el nivel de 9o año, a los cuales se les aplica la adecuación curricular desde la escuela, debido a que presentan retraso en su aprendizaje, atendiendo mejor sus estilos de aprendizaje, identificando cuáles son las necesidades educativas que requieren para para poder desarrollar adecuadamente sus habilidades y destrezas logrando conocimientos significativos. En esta tesis se hacen observaciones sobre la planificación de los profesores de noveno año que imparten la asignatura del taller exploratorio de inglés conversacional para identificar si realmente existen modificaciones a esta planificación para evidenciar si los profesores realizan técnicas que pueden ser útiles a los estudiantes con necesidades educativas especiales para mejorar su educación y aprendizaje. Finalmente, se propone una serie de estrategias metodológicas que permitan el desarrollo de habilidades en los estudiantes con adaptación curricular no significativa dentro de una educación inclusiva-colaborativa, respetando los estilos de aprendizaje y tiempos de aprendizaje de cada uno de estos estudiantes.Item Analysis of the impact that false cognates have in the reading comprehension skill during the english learning process of 7-2 grade students from liceo of poás, alajuela during the third quarter of 2021(Universidad Hispanoamericana, 2022-01-23) Ruiz Castro, Cristian; Alfaro Alfaro, Roy; Educación; Vargas Vindas, Ariel; Enseñanza del InglesFalse cognates are usually understood as words that have the same or similar form in two different languages but the main characteristic of them is the etymological difference with their different meanings. This phenomenon becomes a real problem for high school students. Therefore, this research aims to analyze the difficulty of learners to use these words that we know as false cognates. For that reason, the aim is to clarify the impact of false cognate words in the reading comprehension ability of scholars between 13-15 years of age belonging to seventh grade (7-2) from Liceo of Poás, in Alajuela, Costa Rica. Based on the results of this research, it can be established that false cognates affect students' reading comprehension and guide them to build inaccurate meaning while reading. Hence, students need to learn correct reading strategies, which promote critical thinking and help them understand and distinguish actual meanings from false cognates, allowing them to approach full comprehension of readings. This research will provide new insights into this phenomenon and determine the effect of false cognate words directly on the reading comprehension skill during English learning process in students of high schoolItem Factors that difficult the ability of oral expression in the english virtual classes through the four stages established by the ministry of public education, in students of sixth grade of los reyes school, coto region, circute 05(Universidad Hispanoamericana, 2020-01-16) Jimenez Rivera, Nikole Pamela; Vargas Vindas, Ariel Gustavo; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem The impact of Andragogy within the New English National Curriculum in the Learning Process of 7P-1 Students in CINDEA JUDAS During the First Semester of 2022.(Universidad Hispanoamericana, 2023-01-16) Trejos Badilla, Dayana; Maroto Chavarría, Luis Guillermo; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem The impact of game-based learning in improving the speaking skill in sections 7-1 and 7-3 from Colegio Técnico de Esparza during the first quarter of 2022.(Universidad Hispanoamericana, 2023-01-16) Villalobos Venegas, Irma; Rodríguez Solórzano, Ana Alicia; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem The Impact of Implementing Critical Thinking and Problem-Solving in Improving the Speaking Skill of 10- 2 Section from Benemérito Colegio Nocturno José Marti, Puntarenas During I Semester, 2022.(Universidad Hispanoamericana, 2023-01-16) Zúñiga Carvajal, Neythin María; Villalobos Montero, Judy; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem The Impact of the Collaborative Approach in the Process of Developing Critical Thinking as Part of the Reading Skill within the Process of Learning English as a Foreign Language in Third Grade Students in a Private Institution, Circuit 05 during the Third Quarter of 2023.(Universidad Hispanoamericana, 2023) Brenes Aguilar, Lizeth Melissa; Montero Nuñez, Jeffry; Facultad de Educación; Alfaro Alfaro, Roy; Enseñanza Inglés I y II cicloNowadays, the world is constantly changing. For that reason, developing critical thinking skills is crucial for students to become active learners. Critical thinking allows students to analyze information, think for themselves, solve problems, and make decisions. As a result, teachers are constantly looking for effective strategies for developing critical thinking in their students. One of them is the collaborative approach, which emphasizes the importance of interaction and collaboration between students to improve their critical thinking. The purpose of this paper is to examine the effectiveness of the collaborative approach to help third grade students in the development of their critical thinking while mastering reading. Furthermore, collaborative learning involves students working together in groups to achieve a common goal, such as solving a problem, completing a task, or understanding the content. This promotes active participation, cooperation and the exchange of ideas and perspectives between students. By these activities, students are encouraged to think critically, listen to different points of view, communicate effectively, and reflect.Item Implementing the Creation of Comics Using Information and Communication Technologies to Enhance Reading and Writing Skills Strengthening theAutonomous Learning of the 11-2 Section at Marco Tulio Salazar Nocturnal High School during the Second Quarter of 2022(Universidad Hispanoamericana, 2023-01-16) Jiménez Zúñiga, Ingrid; Vargas Vindas, Ariel Gustavo; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem Improvement of Students’ Oral Production Based on the Methodology Implemented by English Teachers at Conversational Language Classes from 10th Grade Students at Colegio Técnico Professional, Puntarenas during the Second Semester 2021.(Universidad Hispanoamericana, 2022-01-23) Solano Guevara, Zuyimeth Maria; Maroto, Luis; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesItem Listening comprehension difficulties of 11th grade students at the luis dobles segreda high school of San Jose(Universidad Hispanoamericana, 2021-04-12) Valverde Hernandez, Christian; Arguedas carballo, Yanory; Educación; Alfaro Alfaro, Roy; Enseñanza del InglesThe purpose of this study is to explore difficulties in listening comprehension of English Language do 11th grade students encounter at the Luis Dobles Segreda High School from August 2020 To March 2021. Listening comprehension is a complex process that acquires great importance for people who are learning a second language, that is why it is important to recognize why students cannot recognize well what is being spoken in front of them and take exercises based on it. From this perspective, it is important to recognize the difficulties in understanding what the teacher is playing in the classroom. In addition to this, students claim to find complications when listening to what they like to hear, like movies, songs and video games. Those factors have an impact on students who have difficulties with listening comprehension in English, thus leading to poor performance and poor expectations of the English language.Item Strategies for teaching general vocabulary in english to students with autism spectrum disorder from six to eight years at “instituto educativo San Gerardo” in Alajuela during the second semester of 2021.(Universidad Hispanoamericana, 2022-01-23) Molina Guzman, Arellys; Alfaro Alfaro, Roy; ; Educación; Herrera, Maria Jose; Enseñanza del InglesEste Proyecto investiga y analiza diferentes métodos y estrategias para ayudar a estudiantes con trastornos del espectro autista a aprender vocabulario en inglés. La población estudiada está conformada por estudiantes de entre 6 y 8 años pertenecientes a los grupos de primer y segundo grados del Instituto Educativo San Gerardo en Alajuela. Algunas de las estrategias que resultaron efectivas durante esta investigación son el uso de apoyos visuales, un cronómetro, tecnología y actividades en las cuales dichos estudiantes pueden crear cosas utilizando diferentes materiales. También se encontraron actividades que no son efectivas con estos estudiantes, tales como lectura, copiar o escribir debido a sus problemas con las habilidades motoras.Item The use of gamification based – task in the virtual classes as pedagogical mediation to enhance weaknesses in English learning in seventh grade students from Centro Educativo Bilingüe Inmaculada Jacó, during the second semester of 2020(Universidad Hispanoamericana, 2021-04-16) Diaz Navarrete, Fernando; Maroto Chavarria, Luis Guillermo; Educación; Alfaro Alfaro, Roy; Educación preescolar BilingüeThis research is about the use of gamification based – task in the virtual classes as pedagogical mediation to enhance weaknesses in English learning in seventh grade students from Centro Educativo Bilingüe Inmaculada Jaco, during the second semester of 2020. The purpose is to know how the games can be used in the learning teaching process in the English foreign language. One major competence for learners in this century is acquiring a second language. Also, the implementation of technology in education gives the opportunity to the teachers use different methodologies as gamification. Based on these aspects, teachers can use this methodology not only to continue the English teaching process but also to motivate their students in the virtual classes, because through different games students can put in practice the four skills in a variety way.