Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

Universidad Nacional: Una nueva mirada en la mediación pedagógica al 160 interview questions). A more complete way to view the gradations of differences between them is in the basic philosophical assumptions researchers bring to the study, the types of research strategies used in the research (e.g., quantitative experiments or qualitative case studies), and the specific methods employed in conducting these strategies (e.g., collecting data quantitatively on instruments versus collecting qualitative data through observing a setting). Qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The process of research involves emerging questions and procedures, data typically collected in the participant’s setting, data analysis inductively building from to general themes, and the researcher making interpretations of the meaning of the data. Likewise, this study is focused on exploration. For this, Creswell (2009) explains that in the exploratory sequential approach the researcher first begins with a qualitative research phase and explores the views of participants. The data are then analyzed, and the information used to build into a second, quantitative phase. The qualitative phase may be used to build an instrument that best fits the sample under study, to identify appropriate instruments to use in the follow-up quantitative phase, or to specify variables that need to go into a follow-up quantitative study. Challenges to this design reside in focusing on the appropriate qualitative findings to use and the sample selection for both phases of research. For Creswell (2009) The worldviews, the designs, and the methods all contribute to a research approach that tends to be quantitative, qualitative, or mixed. In the present exploratory research, the convergent parallel mixed methods are applied. Cresswell (2009) states that it consists of a form of mixed methods design in which the researcher converges or merges quantitative and qualitative data in order to provide a comprehensive analysis of the research problem. Aim of the study This study focuses on asking questions to the students and a teacher from a public university and share some remarks to explore the factors involved in students getting high standard scores from courses in the II semester, 2017. The researcher finds responses for the questions by searching what other studies have been conducted to, what results have been found, and what have not been found related to the exploration of factors involved in the students’ high standard performance in English courses. To study those factors, this review seeks to answer what students do to reach high standard scores in English courses, what benefits teachers think that knowing the factors related to high standard performance have for teaching and learning English, how teachers think knowing the factors could help them improve their classes, and how it has helped students improve their English. The questions are answered by searching what other studies have been conducted, what results have been found and what have not been found related to the assessment of methodologies or evaluation systems by teachers’ points of view. The setting of the research was a public university in Liberia. The events took into consideration the students’ participation in class, their interest in the language through the course, the questionnaire applied to the students, as well as an interview with a teacher to know about their experience in the course. By using the questionnaires and observations the participants helped to know and describe how students feel and respond to the course experience, considering the course’s effectiveness.