Enhancing third grade learning through children´s rounds

Campos Muñoz, Laura Vanessa; Parra Moreno, Juan Pablo; Rocha Mora, Lina Maria; Rodriguez Marquez, Sebastian Alberto

Enhancing third grade learning through children´s rounds

dc.contributor.advisor	Moreno Torres, Jefferson Mauricio
dc.contributor.author	Campos Muñoz, Laura Vanessa
dc.contributor.author	Parra Moreno, Juan Pablo
dc.contributor.author	Rocha Mora, Lina Maria
dc.contributor.author	Rodriguez Marquez, Sebastian Alberto
dc.contributor.orcid	Campos Muñoz, Laura Vanessa [0009-0006-9793-3211]
dc.contributor.orcid	Parra Moreno, Juan Pablo [0009-0006-9629-7671]
dc.contributor.orcid	Rocha Mora, Lina Maria [0009-0004-4226-8889]
dc.contributor.orcid	Rodriguez Marquez, Sebastian Alberto [0009-0003-4901-6724]
dc.date.accessioned	2024-11-09T01:50:47Z
dc.date.available	2024-11-09T01:50:47Z
dc.date.issued	2024-10
dc.description.abstract	Este estudio examina el uso de rondas infantiles en la enseñanza del inglés, centrándose en su impacto en el proceso de aprendizaje, adquisición de expresiones e instrucciones. El diseño de la investigación incorporó un enfoque polifacético para evaluar la eficacia de este método, utilizando cuatro herramientas distintas de recogida de datos. Inicialmente, se administró una prueba previa para establecer una base de los conocimientos de los estudiantes e identificar las falencias existentes. Esta evaluación proporcionó un punto de referencia para medir las mejoras posteriores. Eventualmente, se realizaron observaciones sistemáticas en el aula, que fueron fundamentales para analizar cómo se integraban las rondas en las clases y cómo influían en el compromiso y la interacción de los alumnos con el contenido. Estas observaciones pretendían evaluar la aplicación práctica de las rondas y su eficacia para mejorar los resultados del aprendizaje. Para cuantificar el progreso académico, se administró una prueba final, idéntica a la prueba previa, al final del periodo de estudio. Este análisis comparativo permitió evaluar directamente las mejoras en el rendimiento de los estudiantes. Además, se realizó una encuesta de satisfacción para medir la percepción de los alumnos sobre los elementos musicales incorporados a sus clases. El estudio, en el que participaron 22 estudiantes de tercer grado de Tocancipá, Cundinamarca, reveló resultados significativos. Los estudiantes demostraron mejoras apreciables en sus calificaciones en los exámenes, lo que indica una mayor comprensión y retención del material. Además, los datos mostraron un mayor compromiso y entusiasmo por parte de los estudiantes, lo que pone de relieve el impacto positivo de las rondas en el entorno de aprendizaje. La integración de la música parecía fomentar una atmósfera más dinámica y de apoyo en el aula, contribuyendo a una mayor confianza y comodidad de los estudiantes. Estos resultados subrayan el potencial de las rondas musicales para enriquecer las prácticas educativas y mejorar los resultados del aprendizaje en el aula.
dc.description.abstractenglish	This study examines the use of children's rounds in English language instruction, focusing on their impact on teaching. The research design incorporated a multifaceted approach to evaluate the effectiveness of this method, utilizing four distinct data collection tools. Initially, a pre-test was administered to establish a baseline of students' knowledge and identify existing gaps. This baseline assessment provided a reference point for measuring subsequent improvements. Systematic classroom observations followed, pivotal in analyzing how the rounds were integrated into lessons and how they influenced student engagement and interaction with the content. Observations, aimed to assess the practical application of rounds and their effectiveness in enhancing learning outcomes. To appraise academic progress, a final test, identical to the pre-test, was administered at the end of the study period, allowing for a direct assessment of improvements in student performance. Additionally, a satisfaction survey was conducted to gauge students' perceptions of the musical elements incorporated into their lessons, contributing to a comprehensive evaluation of the method's effectiveness. The study, involving 22 third-grade students from Tocancipá, Cundinamarca, revealed significant findings. Students demonstrated measurable improvements in their test scores, indicative of enhanced understanding and retention of the material. Furthermore, the data showed increased student engagement and enthusiasm, highlighting the rounds' positive impact on the learning environment. The integration of music appeared to foster a more dynamic and supportive classroom atmosphere, contributing to greater student confidence and comfort. These findings underscore the potential of musical rounds to enrich educational practices and improve learning outcomes in the classroom.
dc.description.degree	Pregrado	spa
dc.description.degreename	Licenciado en Bilingüismo con Énfasis en la Enseñanza del Inglés	spa
dc.format.mimetype	application/pdf
dc.identifier.instname	instname:Universidad El Bosque	spa
dc.identifier.reponame	reponame:Repositorio Institucional Universidad El Bosque	spa
dc.identifier.repourl	repourl:https://repositorio.unbosque.edu.co
dc.identifier.uri	https://hdl.handle.net/20.500.12495/13171
dc.language.iso	en
dc.publisher.faculty	Facultad de Educación	spa
dc.publisher.grantor	Universidad El Bosque	spa
dc.publisher.program	Licenciatura en Bilingüismo con Énfasis en la Enseñanza del Inglés	spa
dc.relation.references	Afriyuninda, E., & Oktaviani, L. (2021). The use of english songs to improve english students’listening skills. Journal of English Language Teaching and Learning, 2(2), 80-85.
dc.relation.references	Aguirre, D., Bustinza, D., & Garvich, M. (2016). Influence of Songs in Primary School Students' Motivation for Learning English in Lima, Peru. English Language Teaching, 9(2), 178-191.
dc.relation.references	Ahrens, P. (2018). Qualitative network analysis: A useful tool for investigating policy networks in transnational settings? Methodological Innovations, 11(1), 2059799118769816.
dc.relation.references	Alegrado, A., & Winsler, A. (2020). Predictors of taking elective music courses in middle school among low-SES, ethnically diverse students in Miami. Journal of Research in Music Education, 68(1), 5-30.
dc.relation.references	Alexiou, T., & Vagenas, A. (2023). L1 and L2 vocabulary acquisition in Greek primary schools. Research Papers in Language Teaching and Learning, 13(1), 137-156.
dc.relation.references	Aniley, A. A. (2023). Comprehensive review on exit examination strategies and its role for enhancement of quality assurance and employability opportunity in engineering and technology programs. IETE Journal of Education, 64(1), 41-46.
dc.relation.references	Arasomwan, D. A., & Mashiy, N. J. (2021). Early childhood care and education educators' understanding of the use of music-based pedagogies to teach communication skills. South African Journal of Childhood Education, 11(1), 1-12.
dc.relation.references	Assadilah, A., & Barokah, N. (2018). Analyzing Influence of Music in Developing Language Young Learners. PROJECT (Professional Journal of English Education), 1 (6). DOI:10.22460/project.v1i6.p734-742
dc.relation.references	Athiyaman, A. (1997). Linking student satisfaction and service quality perceptions: The case of university education. European Journal of Marketing. https://doi.org/10.1108/03090569710176655
dc.relation.references	Barnabas, S. (2019). The Correlation Between Listening Habit to English Song and Vocabulary Mastery. Journal of English Education and Teaching, 3(3), 287-298.
dc.relation.references	Bellido-García, R., Cruzata-Martinez, A., Marín, M. P., & Borjas, L. G. R. (2022). Implicit Theories on Learning Assessment and the Use of Triangulation as a Means of Qualitative Validity and Reliability. The Qualitative Report, 27(5), 1276-1300.
dc.relation.references	Betyaev, M. A. (2021). EDUCATION AS A SOCIAL PHENOMENON. In Научные исследования: проблемы и перспективы (pp. 5-8).
dc.relation.references	Bokiev, D., Bokiev, U., Aralas, D., Ismail, L., & Othman, M. (2018). Utilizing music and songs to promote student engagement in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 8(12), 314-332.
dc.relation.references	Bryman A. (2012). Social research methods (Fourth). Oxford University Press. Camară, M.-R., & Naznean, A. (2022). It Is Music to My Ears! Teaching English to High School Students Through Song. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 5(1), 9-15. https://doi.org/10.46918/seltics.v5i1.1283
dc.relation.references	Carlos, V., Rodrigues, M., Matos, B., Gonçalves, L., Ribeiro, F., & Fardilha, M. (2023, September). Engaging large classes of higher education students: a combination of spaced learning and team-based learning. In Frontiers in Education (Vol. 8, p. 1129763). Frontiers Media SA.
dc.relation.references	Carrillo, C.C. (2020). El filtro afectivo positivo como estrategia de estimulación neurocognitiva para la modificación de conductas negativas en un niño en condición de discapacidad. https://doi.org/10.18041/978-958-5578-44-9
dc.relation.references	Castello, A. K. (2023). The importance of music in the second language classroom. ScholarWorks. http://hdl.handle.net/20.500.12680/t148fq506
dc.relation.references	Charbonneau, S., Journault, A. A., Cernik, R., Longpré, C., Wan, N., Giguère, C. É., & Lupien, S. (2022). Anxiety in the Classroom: Only Girls' Anxiety Is Related to Same- Sex Peers' Anxiety. International journal of environmental research and public health, 20(1), 84. https://doi.org/10.3390/ijerph20010084
dc.relation.references	De Barros, H. B., Grilo, M., de Sousa, I., de Souza, C. T., do Vale, M., Barreto, R. S. F. D., ... & Henrique, T. (2022). Systematic review of the “semantic network” definitions. Expert Systems with Applications, 210, 118455.
dc.relation.references	Degrave, P. (2019). Music in the foreign language classroom: How and why. Journal of Language Teaching and Research, 10(3), 412-420.
dc.relation.references	Dehalwar, K., & Sharma, S. N. (2024). Exploring the Distinctions between Quantitative and Qualitative Research Methods. Think India Journal, 27(1), 7-15
dc.relation.references	Donkoh, S., & Mensah, J. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology and Bioengineering, 10(1), 6-9.
dc.relation.references	Fernández-García, A. (2023). EFL learners' narrative skills: the case of contemporary country music. Miscelánea: A Journal of English and American Studies, 67, 41-69.
dc.relation.references	Fernández-García, A., & Fonseca-Mora, M. C. (2022). EFL learners’ speaking proficiency and its connection to emotional understanding, willingness to communicate and musical experience. Language Teaching Research, 26(1), 124-140. https://doi.org/10.1177/1362168819891868
dc.relation.references	Gafor, S., & Sihvola, L. (2020). The effectiveness of using songs and music to foster motivation and language development in the young English L2 classroom. Malmö University. https://mau.diva- portal.org/smash/get/diva2:1492310/FULLTEXT01.pdf
dc.relation.references	Han, J. H., & Sa, H. J. (2022). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): The COVID-19 situation in Korea. Asia Pacific Education Review, 23(3), 403-415.
dc.relation.references	Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of music and songs as pedagogical tools in teaching english as foreign language contexts. Education Research International, 2022(1), 3384067.
dc.relation.references	Maffea, J. (2020). Lack of resources in classrooms. https://research.library.kutztown.edu/wickedproblems/38/
dc.relation.references	Mezmir, E. A. (2020). Qualitative data analysis: An overview of data reduction, data display, and interpretation. Research on humanities and social sciences, 10(21), 15-27.
dc.relation.references	Muzari, T., Shava, G. N., & Shonhiwa, S. (2022). Qualitative research paradigm, a key research design for educational researchers, processes and procedures: A theoretical overview. Indiana Journal of Humanities and Social Sciences, 3(1), 14-20.
dc.relation.references	Oliveira, A., Ribeiro, F. S., Ribeiro, L. M., McPherson, G., & Oliveira-Silva, P. (2021). Disentangling motivation within instrumental music learning: A systematic review. Music Education Research, 23(1), 105-122.
dc.relation.references	Omolara, I. (2023). The Method of Teaching English Using Music. International Journal Papier Public Review, 4(1), 1-7.
dc.relation.references	Pandey, A., Hampp, P., & Andries, F. (2022). Students’perception toward the use of english song for speaking skill. JoTELL: Journal of Teaching English, Linguistics, and Literature, 1(1), 44-62.
dc.relation.references	Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a Foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (20), 121-138.
dc.relation.references	Pérez-Van-Leenden, M. (2019). La investigación acción en la práctica docente. Un análisis bibliométrico (2003-2017). Magis: Revista Internacional de Investigación en Educación, 12(24), 177-192. https://dialnet.unirioja.es/servlet/articulo?codigo=7768757
dc.relation.references	Piri, S. (2018). The role of music in second language learning. Studies in literature and language, 17(1), 75-78.
dc.relation.references	Proudfoot, K. (2023). Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of mixed methods research, 17(3), 308-326
dc.relation.references	Runco, M., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Taylor & Francis Creativity Research Journal, 24(1), 66-75. 10.1080/10400419.2012.652929
dc.relation.references	Saldıraner, G., & Cinkara, E. (2021). Using songs in teaching pronunciation to young EFL learners. Pasaa, 62(1), 119-141.
dc.relation.references	Segundo, R.I., López, V., Daza, M.T., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36. https://doi.org/10.1016/j.tsc.2020.100663
dc.relation.references	Sharma, D. N. K. (2022). Instruments used in the collection of data in research. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4138751
dc.relation.references	Smit, B., & Scherman, V. (2021). Computer-assisted qualitative data analysis software for scoping reviews: A case of ATLAS. ti. International Journal of Qualitative Methods, 20. https://doi.org/10.1177/16094069211019140.
dc.relation.references	Smith, D. (2016). Social capital, social media and the changing patterns of participation in climbing. Sport in Society 20(9), 1-17. 10.1080/17430437.2016.1269078
dc.relation.references	Smith, J. A. (2002). Singing and songwriting support early literacy instruction. The Reading Teacher, 53(8), 646-649.
dc.relation.references	Torras, B. (2021). Music as a tool for foreign language learning in Early Childhood Education and Primary Education: Proposing innovative CLIL Music teaching approaches. CLIL: Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 0035-47.
dc.relation.references	Tursunovich, R. I. (2022, December). Thе rolе of songs in forеign lаnguаgе tеаching. Proceedings of International Educators Conference, 1(3), 387–393. https://econferenceseries.com/index.php/iec/article/view/751.
dc.relation.references	Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. Sage Open, 12(1), 21582440211068501.
dc.relation.references	Vukićević, N. M., & Ćirković-Miladinović, I. R. (2023). Improving English Pronunciation by Using Instructive Musical Exercises: University Teaching Context in Serbia. Journal of Language Teaching and Research, 14(5), 1159-1167.
dc.relation.references	Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967-977.
dc.relation.references	Walker, A. (2018). Nature as Theophany: Exploring Coleridge's Scientific and Theological Inquiries into the Imagination. Bucknell University. https://digitalcommons.bucknell.edu/masters_theses/202/
dc.relation.references	Xu, A., Baysari, M. T., Stocker, S. L., Leow, L. J., Day, R. O., & Carland, J. E. (2020). Researchers’ views on, and experiences with, the requirement to obtain informed consent in research involving human participants: a qualitative study. BMC medical ethics, 21, 1-11.
dc.relation.references	Zawacki -Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic reviews in educational research: Methodology, perspectives and application (p. 161). Springer Nature.
dc.rights	Atribución-NoComercial-CompartirIgual 4.0 Internacional	en
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http:/purl.org/coar/access_right/c_abf2/
dc.rights.local	Acceso abierto	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject	Compromiso estudiantil
dc.subject	Elementos musicales
dc.subject	Enseñanza del inglés
dc.subject	Impacto en el aprendizaje
dc.subject	Música
dc.subject	Observaciones en el aula
dc.subject	Resultados del aprendizaje
dc.subject	Rondas infantiles
dc.subject.ddc	370.1175
dc.subject.keywords	Academic progress
dc.subject.keywords	Baseline assessment
dc.subject.keywords	Dynamic atmosphere
dc.subject.keywords	Educational practices
dc.subject.keywords	Music
dc.subject.keywords	Performance improvement
dc.subject.keywords	Student perceptions
dc.subject.keywords	Supportive environment
dc.title	Enhancing third grade learning through children´s rounds
dc.title.translated	Potenciar el aprendizaje en tercer grado mediante rondas infantiles
dc.type.coar	https://purl.org/coar/resource_type/c_7a1f
dc.type.coarversion	https://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driver	info:eu-repo/semantics/bachelorThesis
dc.type.hasversion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado	spa