MLS Educational Research (MLSER)
ISSN: 2603-5820
The MLS Educational Research (MLSER) journal is born as a biannual publication with the aim of contributing to the debate, and of improving the understanding of the educational practice, pedagogical innovation and research in general. The articles included in this journal are published in Spanish, Portuguese and English. This journal's international vocation makes it suitable to disseminate knowledge of different socio-cultural environments.
From this page, you will be able to access to the indexes of all the MLS Educational Research (MLSER) journal editions, the article’s abstracts and full texts. Likewise, in the "About the journal" section you will find all the information about our journal, its editorial team, publishing system and online submissions.
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This article corresponds to a study carried out within the framework of the Master’s Thesis called: "Students' representations on threats to validity, and reliability of assessments of the Virtual English I class of the Department of Foreign Languages of the National Autonomous University of Honduras" with the purpose to have references that serve to eliminate threats and correct security gaps to assessments of the virtual English I class and at the same time give out the background to develop a valid and as secure as possible evaluation system in virtual language classes of the UNAH. The study adopts a mixed methodology, the instrument used to collect data were two questionnaires applied to students of virtual English I of the III PAC 2022. The instruments were filled out online in a survey form using Microsoft Forms. The quantitative analysis was performed with IBM Spss software the quantitative analysis with Atlas/Ti. The results of this research have allowed validation of the Null Hypothesis about the evaluations of the virtual English I class do not have the validity or security that reflects the acquisition of language skills achieved by students according to the CEFR corresponding to 56 hours. Although the validity manages to comply with 4 of 5 validity shreds of evidence suggested by (Downing, 2003; Messick, 1989), some inferences put the safety of the evaluations at risk due to the open possibility of cheating and plagiarism in the evaluations.
This research offers the educational community a design proposal for action within the natural sciences curriculum, involving the learning of the concept of energy through gamification. The intervention took place José Martí School in Bogotá, with a sample of 32 fifth grade elementary students. The intention is to address the scientific problem posed: what elements should a proposal for action contain in the José Martí school curriculum that involves the construction of the concept of energy through gamification? The proposed questions lead to the formulation of several hypotheses, among them, whether learning strategies that use gamification as an educational resource enrich the natural sciences curriculum and facilitate the meaningful construction of the concept of energy by students. This research adopts a mixed approach, combining descriptive, explanatory and interpretive methods; For the quantitative analysis, statistical algorithms such as the Shapiro-Wilk test and the student t test were used, while the qualitative part was used maxqda software. This study provides the educational community with an innovative learning strategy to teach the concept of energy through gamification, generating significant changes in the curriculum. In addition to verifying that the use of technological and gamified tools, specifically the game “an energy journey: the magic of energy” promoted significant learning of the concept in fifth grade primary school students at the José Martí school.
Learning Mathematics constitutes one of the most prevalent lines of research in recent times in the field of educational sciences. The importance of this knowledge for life is a secret to no one, justified by its use in multiple social, business, academic tasks, among others. This research arises due to the inadequate knowledge that bilingual students at the primary level have about the errors they can make and those they make while learning mathematics, which lead the purpose of this scientific text: to qualitatively analyze the collective mathematical errors that second grade students make while learning mathematics at an Elementary bilingual school will help improve their learning. A non-experimental study of qualitative and descriptive design is conducted. To collect data, interviews are conducted, questionnaires and academic tests are administered for an intentional sample of 100 second grade students and their corresponding processing to achieve the intended objective. The reflections of the 6 second grade teachers complement the analysis of the errors that students make during the teaching-learning process they facilitate. As a result, it stands out that at a collective level, students make errors in the thinking processes to solve problems that require Algebraic Thinking skills, which, according to the teachers, is largely due to the low level of understanding of English as a second language that constitutes an educational requirement of the school.
The propose for the present work is to inquire oral language development and its relationship with the acquisition of students reading in a high mountain school in the Departamento of Tumbaya, Jujuy , Argentina.
This project focuses on the implementation of Moodle on Amazon EC2 to enhance competency-based learning in an educational institution in Cusco, Peru. In an effort to overcome technological limitations, the aim is to elevate the quality of the teaching and learning process. The quantitative research comprised an exploratory study to understand the institution's needs, followed by the design and implementation of Moodle on Amazon EC2. Key results include access to didactic and educational materials, curriculum areas, grade reports, and educational plans aligned with the National Curriculum of Basic Education. The platform facilitated dynamic interaction between students and teachers, improving engagement and collaboration. An enhancement in student development and performance was observed, evidenced by evaluations and progress tracking analyses. The efficient integration of Moodle into the Amazon EC2 cloud ensures accessibility and availability for the educational community. The implementation of Moodle proved effective in improving the quality of the teaching and learning process. Dynamic and collaborative interaction between students and teachers enhanced participation and commitment. The integration of Moodle into the Amazon EC2 cloud provides a scalable and efficient technological solution, delivering quality education and strengthening the capabilities of students.
In the context of this dissertation, the objective is to analyze the written pedagogical discourse of inclusion teachers in primary education at the Juan Rangel de Cuellar educational institution, in Cúcuta, Norte de Santander, Colombia. From the theoretical point of view, it is sustained in the conceptions of the context, Halliday (1994) and Halliday and Hasan (1989), who build their theory in a close relationship with the social context where the context of culture and the context of situation stand out. . The methodology is of the qualitative research type, whose design is based on an ethnographic study, where the aim is to provide a faithful image of what teachers say and the way in which they act. For the development of this research, teacher informants were approached, in a period of two months, from the month of January to the month of March of the year 2023. The present investigation assumes as an instrument an in-depth interview script. By triangulating the results obtained in the investigation, three significant categories for the interpretation and final analysis were selected as a result of a constant review of the work material: written pedagogical discourse and communication, written discourse and pedagogical procedures, written pedagogy and educational quality. It is concluded that the written pedagogical discourse is a generative act of teaching where the student must establish a relationship with the procedures and contents proposed by the teacher, to seek a contextualized social practice. In addition, the practice of written pedagogical discourse must be implemented in a contextual framework of pedagogical activities.
Any organization, whether public or private, needs trained, competent, committed, humble, responsible and competent human resources to respond to the Institution's expectations and challenges. In this sense, it is necessary that the bosses become leaders, encouraging their employees, striving for harmonious dialogue, valuing their staff and offering better working conditions, a decent salary to improve the quality of life, as well as continuous motivation, because the demotivation of employees destroys organizations, no matter how strong they are. The present descriptive, exploratory and bibliographical study, of a quali-quantitative nature, aimed to describe some factors of demotivation of some employees of the Territory Administration and their impact on the lives of citizens and to propose strategies on how to mitigate the identified problem. 200 civil servants from different areas, spread across the 18 Provinces and 164 Municipalities of the country, participated in the survey, where a three-phase questionnaire was applied, with open and closed questions, created in google forms and shared in several WhatsApp groups. It was concluded that the lack of incentives on the part of the bosses to the subordinates, mistreatment between equals, the spirit of superiority, the disrespect of some hierarchical superiors to the subordinates, low wages, little recognition of the work done, devaluation of meritocracy, the style of Inadequate leadership, underutilization, lack of harmonious and constant dialogue, excessive bureaucracy in internal/external communication and distancing from reality in relation to public management adapted by State Institutions (Provincial Governments and Municipal Administrations, etc.) basis of demotivation.
The purpose of this research study was to analyze the relationship between academic performance and learning strategies, using a descriptive design with a non-experimental and correlational approach. To achieve this, several activities were carried out, based on the fundamental theoretical concepts of learning strategies and academic performance. In addition, non-probabilistic sampling was used and a survey was applied through a questionnaire. The results obtained indicate, with a reliability level of 95%, that it is a fact that, between learning strategies and academic performance, there is a significant relationship for computer engineering students at the Polytechnic Higher Institute of Benguela (ISPB). This research has allowed us to precisely identify how obtaining, perceiving, restoring and supporting the information process are closely linked to the academic performance of students. These findings provide a solid basis for developing effective and personalized pedagogical strategies that promote better academic performance in students, while showing evidence of the importance of implementing appropriate learning techniques, focused on promoting better academic performance of students. providing relevant information that can be used to improve teaching and learning processes.
Educational processes are changing in Latin America, adjustments have been made to curricular models, they are trying to incorporate technological innovations, they try to better understand current students, and in that order, in Ecuador it is also about innovating in teaching-learning methodologies. The present documentary research work developed during the year 2022, aims to identify recurrent conceptual and methodological aspects in the implementation of active methodologies in Ecuador; It is based on the analysis of experiences of Ecuadorian teachers of the Fiscal Magisterium on the implementation of active methodologies. It is a review of journal articles, master's theses and books, in total 20 sources, mostly primary. Based on the results, it is concluded that in Ecuador the process of methodological change and renewal, from the traditional scheme, would take at least eight years, during which it has tried to implement new strategies, such as: Project-based learning (PBL-projects), problem-based learning (PBL-problems), and Learning based on "flipped classroom"; a certain similarity is perceived in terms of concepts and procedural guidelines of application; and based on these findings, the convenience of conducting empirical studies to evaluate the presence of aspects of several active methodologies in teaching practice in a combined or simultaneous manner is raised.