A techno-pedagogical design for the production of academic essays in university students

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH

Contemporary Educational Technology Pub Date : 2024-01-01 DOI:10.30935/cedtech/14022

Gilber Chura-Quispe, Raúl Alberto García Castro

{"title":"A techno-pedagogical design for the production of academic essays in university students","authors":"Gilber Chura-Quispe, Raúl Alberto García Castro","doi":"10.30935/cedtech/14022","DOIUrl":null,"url":null,"abstract":"The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε2>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Educational Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30935/cedtech/14022","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε2>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

查看原文本刊更多论文

大学生学术论文写作的技术教学设计

本研究旨在验证基于翻转学习和协作写作（TPD-FLACW）的技术教学设计是否能提高大学生的学术论文写作水平。研究方法为定量、解释-实验和准实验设计。样本由塔克纳一所大学工程系的 109 名学生组成。实验组（A=40）采用 TPD-FLACW，对照组采用传统的个人写作（B=29）和传统的团队写作（C=40）。TPD-FLACW 由 16 位专家评委验证（CVCtc=.934，k=.392，p=.000），在 2022-II 年 9 月至 12 月期间应用。前测和后测均采用评分标准进行评估。结果表明，在前测中，三组之间无显著差异（H=.286；P>.05），但在后测中，实验组与 B 组和 C 组相比，在学术论文写作水平上获得了较高且显著的提高（H=24.863，P.200），在上层结构、宏观结构、微观结构和文本文体学等维度上也存在显著差异。学生对该提案给予了积极评价，并推荐使用。总之，TPD-FLACW 提高了大学生的学术论文写作水平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Contemporary Educational Technology Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量