Por favor, use este identificador para citar o enlazar este ítem: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/1170
Título : The Design and Development of an English Intermediate Level Online Course as a preparation for a Cambridge PET examination for EFL students
Autor: Velasco Castro, Hugo
Director(es): Wills, Nicola
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis: nwills@casagrande.edu.ec
Palabras clave : TESIS DE MAESTRÍA;TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN;APRENDIZAJE COLABORATIVO;APRENDIZAJE AUTÓNOMO
Ciudad: Guayaquil
Fecha de publicación : sep-2017
Editorial: Universidad Casa Grande. Departamento de Posgrado
Citación : Velasco Castro, Hugo (2017). The Design and Development of an English Intermediate Level Online Course as a preparation for a Cambridge PET examination for EFL students. Master in Educational Technology and Innovation. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 106 p.
Codigo Interno : Tesis;1361
Abstract: This study explores and describes the effect of implementing an adapted flipped classroom model version when preparing 29 undergraduate students for a Cambridge PET examination in an online learning environment. For this project, two research questions were established regarding students' improvement of their English proficiency level and their opinions of the use of an online course. It used a quantitative design method; an online pre and a post intervention exam was used to collect quantitative data to respond the first research question and a post-intervention online survey was used to collect and analyze data regarding the second research question. Finally, a report of what percentage of students are more likely to pass an Official Cambridge PET examination, and both a statistical report and a general evaluation report regarding students’ opinions are presented. The Pre-Post intervention exam was scored over 10 points being 7 the minimum acceptable grade. Results showed that 34,49% obtained passing grades in the Pre-intervention exam; and 51,73% obtained passing grades in the Post- intervention exam. The effect size of the Pre and Post-intervention exam was of 0.22 with a 9%ile gain which means there was a modest effect. In conclusion, more than 50% of the students demonstrated they would be likely to pass an official Cambridge B1 or intermediate level examination after the intervention. However, there are important aspects to consider that could improve the effect of this innovation on learners.
URI - Direccion electronica alterna: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/1170
Tipo: masterThesis
Paginas: 106 p.
Grado Academico: Magíster en Tecnología e Innovación Educativa
Aparece en las colecciones: Tesis - Educación Superior con Mención en Tecnología e Innovación Educativa

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