UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOFY, LETTERS...
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2 UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOFY, LETTERS AND SCIENCES OF THE EDUCATION TOPIC: INFLUENCE OF METHODOLOGICAL STAGES: PRE-WHILE-POST IN READING SKILL. DESIGN OF A BOOKLET WITH INTERACTIVE ACTIVITIES IN AUGMENTED REALITY FOCUSED ON METHODOLOGICAL STAGES. PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADA EN CIENCIAS DE LA EDUCACION CON MENCION EN INGLES. AUTHOR NAREA VELASCO MILDRED MADFORI ADVISOR: MSc. MARIA JOSE BARRAGAN CAMACHO Guayaquil, Ecuador 2017
Transcript of UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOFY, LETTERS...
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOFY, LETTERS AND SCIENCES OF THE
EDUCATION
TOPIC:
INFLUENCE OF METHODOLOGICAL STAGES: PRE-WHILE-POST
IN READING SKILL. DESIGN OF A BOOKLET WITH
INTERACTIVE ACTIVITIES IN AUGMENTED
REALITY FOCUSED ON METHODOLOGICAL
STAGES.
PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TÍTULO DE
LICENCIADA EN CIENCIAS DE LA EDUCACION CON MENCION EN
INGLES.
AUTHOR
NAREA VELASCO MILDRED MADFORI
ADVISOR:
MSc. MARIA JOSE BARRAGAN CAMACHO
Guayaquil, Ecuador 2017
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero
DECANA SUBDECANO
MSc. Alfonso Sánchez Ávila DIRECTOR
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Máster.
ARQ. SILVIA MOY-SANG CASTRO
DECANO DE LA FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
Ciudad.-
INVESTIGATION RIG
Para los fines legales pertinentes comunico a usted que los derechos
Intelectuales del Proyecto Educativo con el tema: Diseñó y ejecutó del
proyecto educativo con el tema:
“ INFLUENCE OF METHODOLOGICAL STAGES: PRE-WHILE-POST IN
READING SKILL. DESIGN OF A BOOKLET WITH INTERACTIVE
ACTIVITIES IN AUGMENTED REALITY FOCUSED ON
METHODOLOGICAL STAGES.”
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Narea Velasco Mildred C.I. 092782880-6
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO MATRIZ GUAYAQUIL
PROYECTO
TEMA:
“Influence of methodological stages: pre-while-post in reading skill.”.
PROPUESTA:
Design of a booklet with interactive activities in augmented reality
focused on methodological stages.
APROBADO
…………………………………………….. Tribunal Nº 1
……………………… …..………………….
Tribunal Nº 2 Tribunal Nº 3
Narea Velasco Mildred C.I. 092782880-6
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EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:___________________
EQUIVALENTE A:_______________________
TRIBUNAL
____________________ ___________________
_______________________
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DEDICATION
I dedicate this thesis to God for being with me always in every cry and bad
night especially for blessing me with great people like my family who
helped me to finish this career successfully.
Mildred Narea Velasco
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ACKNOWLEDGEMENT
First of all, I thank God for helping me year after year during my studies.
I thank my father for enrolling in this career because without him I would
not have studied it. I thank my mother Madfori Velasco, my sisters Ingrid
Narea Velasco, Jenifer Narea Velasco and my niece Domenica Inga for
giving me words of encouragement and for never let me give up so I can
successfully complete my studies.
I also thank my tutor, Miss Maria Jose Barragan for being an excellent
English teacher during my unviersitary studies, for helping me during my
professional practices and now for working with me to carry out this
project, mainly for helping me finish a thesis in two months.
Finally, I thank to the “Aguirre Abad” High School , the main director Norka
Gualancañay and the teacher Virginia Guerrero to welcome me inside the
institution to carry out different methods of research.
Mildred Narea Velasco.
TABLE OF CONTENTS
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DEDICATION vii
ACKNOWLEDGEMENT viii
TABLE OF CONTENTS viii
TABLE OF GRAPHICS xv
ABSTRACT xix
RESUMEN xx
INTRODUCTION 1
CHAPTER I 3
THE PROBLEM 3
RESEARCH CONTEXT 3
CONFLICT SITUATION 4
SCIENTIFIC FACT 5
CAUSES 5
FORMULATION OF THE PROBLEM 6
RESEARCH OBJETIVES 6
GENERAL OBJECTIVE 6
SPECIFIC OBJECTIVES 6
RESEARCH QUESTIONS 7
JUSTIFICATION OF THE PROBLEM 7
CHAPTER II 11
THEORETICAL FRAMEWORK 11
BACKGROUND OF THE STUDY 11
EPISTEMOLOGY FOUNDATION 14
INDEPENDENT VARIABLE 14
METHODOLOGICAL STAGES 14
CLASSIFICATION: 14
• PRE- READING 14
• WHILE-READING 15
• POST- READING 16
STEPS IN READING METHODOLOGY 17
• PURPOSE 17
• READ CRITICALLY 18
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TYPES OF TECHNIQUES 18
• IMPLICIT 19
• EXPLICIT 19
DEPENDENT VARIABLE 20
READING 20
• STRATEGIES 21
• PREDICTING 22
• SKIMMING 23
• SCANNING 24
• PARAPHRASING 24
TYPES OF READING 25
• INTENSIVE READING 25
• EXTENSIVE READING 26
• ACTIVE READING 27
• UNDERLINING AND HIGHLIGHTING 28
• NOTE (KEY WORDS) 29
QUESTIONS 30
SUMMARIES 32
PEDAGOGICAL FOUNDATION 32
LINGUISTIC FOUNDATION 34
PSYCHOLOGICAL FOUNDATION 35
SOCIOLOGICAL FOUNDATION 37
PHILOSOPHICAL FOUNDATION 38
DIDACTIC FOUNDATION 39
TECHNOLOGICAL FOUNDATION 40
LEGAL FOUNDATION 41
CHAPTER III 42
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS. 42
METHODOLOGICAL DESIGN 42
TYPES OF RESEARCH 43
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• Descriptive 44
• Explanatory 44
• Purposeful 44
POPULATION AND SAMPLING 45
OPERACIONALIZATION OF THE VARIABLES 46
METHODS OF THE RESEARCH 47
• Inductive 47
• Deductive 48
• Analysis 48
• Synthesis 49
EMPIRICAL: 49
• Observation 49
STATISTICAL 50
• Chi square 50
• Statistical analysis 50
• TECHNIQUES AND INSTRUMENTS 51
• Technique – observation 51
• Instrument – observation guide 52
• Technique- interview 52
• Techniques – survey 52
• Instrument – questionnaire 53
ANALYSIS AND INTERPRETATION OF RESULTS 53
• OBSERVATION GUIDE 53
• INTERVIEW 55
• SURVEY 58
ANALYSIS OF THE SURVEY 59
CHI SQUARE- STADISTICAL ANALYSIS 69
ANALYSIS OF THE INSTRUMENTS APPLIED 73
CONCLUSIONS 74
RECOMMENDATIONS 75
CHAPTER IV 76
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THE PROPOSAL 76
TITLE 76
JUSTIFICATION 76
OBJECTIVES 77
• GENERAL OBJECTIVE 77
• SPECIFIC OBJECTIVES 77
THEORETICAL ASPECTS 78
• TECHNOLOGICAL ASPECT 78
• PEDAGOGICAL ASPECT 82
• PHILOSOPHICAL ASPECT 82
FEASIBILITY 82
• FINANCIAL 83
• HUMAN TALENT 83
• TECHNICAL 83
• LEGAL 84
• POLITICAL 84
DESCRIPTION 85
CONCLUSIONS 86
Bibliographic References 87
ANNEX 97
ANNEX I 98
Letter of approval of the tutor 98
Letter of approval of the Institution 99
ANNEX II 100
Urkund details of approvement 100
100
Urkund approval percentage 101
ANNEX III 102
TITLE: Academic Tutorials with MSc. Maria Jose Barragan. 102
TITLE: Interview with Miss. Virginia Guerrero. 103
ANNEX IV 106
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Encuesta desarrollada para los estudiantes de Tercero de
Bachillerato del Colegio Fiscal “Aguirre Abad” 106
ENTREVISTA A LA DOCENTE VIRGINIA GUERRERO 107
ANNEX V 108
PROPOSAL: 108
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TABLE OF CHARTS
Chart 1 Data-charts Post reading activity ................................................. 17
Chart 2Cornell Notes ............................................................................... 29
Chart 3 Population in Aguirre Abad High School ..................................... 45
Chart 4 Operationalization of variables .................................................... 46
Chart 5 Observation Guide ...................................................................... 54
Chart 6 Survey to students ...................................................................... 58
Chart 7 Activities during methodological stages....................................... 59
Chart 8 Strategies in class ....................................................................... 60
Chart 9 Time for activities ........................................................................ 61
Chart 10 Main idea and supportings details ............................................. 63
Chart 11 Skimming or scanning ............................................................... 64
Chart 12 Reading skill is well-developed ................................................. 65
Chart 13 Content of the reading ............................................................... 66
Chart 14 Technology will help reading ..................................................... 67
Chart 15 Booklet with techniques ............................................................. 68
Chart 16 Question 2 for chi square .......................................................... 69
Chart 17 Question 5 for chi square .......................................................... 70
Chart 18 Table of values observed .......................................................... 70
Chart 19 Mathematical procedure for chi square ..................................... 71
Chart 20 Results for each value of chi square ......................................... 71
Chart 21 Chi square data calculation ....................................................... 72
Chart 22 Values of chi square .................................................................. 73
Chart 23 Targets and subject of augmented reality books ....................... 79
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TABLE OF GRAPHICS
Graphic 1 Strategies for Reading Comprehension ................................... 21
Graphic 2 Example of a Cornell Notes ..................................................... 30
Graphic 3 Traditional vd Constructivism class ......................................... 34
Graphic 4 Blomms taxonomy ................................................................... 39
Graphic 5 Inductive method ..................................................................... 47
Graphic 6 Deduction method ................................................................... 48
Graphic 7 Activities during methodological stages ................................... 59
Graphic 8 Strategies in class ................................................................... 60
Graphic 9 Time for activities .................................................................... 61
Graphic 10 Summaries, grammatical uses and meanings ....................... 62
Graphic 11 Main idea and supporting details ........................................... 63
Graphic 12 Skimming or scanning ........................................................... 64
Graphic 13 Reading skill is well-developed .............................................. 65
Graphic 14 Content of the reading ........................................................... 66
Graphic 15Technology in reading ............................................................ 67
Graphic 16 Booklet with techniques ......................................................... 68
Graphic 17 Mathematical formula for chi square...................................... 71
Graphic 18 The House that Jack built ...................................................... 81
Graphic 19 Cover of the booklet ............................................................ 108
Graphic 20 Author and high school information ..................................... 109
Graphic 21Objective and guide for a food reading ................................. 110
Graphic 22 Augmented reality guide ...................................................... 111
Graphic 23 Index of the booklet ............................................................. 112
Graphic 24 Cover of the pre-reading section ......................................... 113
Graphic 25 Pre-Reading Economy of the USA ...................................... 114
Graphic 26 Pre-reading China and Business Trades ............................. 115
Graphic 27 Pre-reading 3 Globalization ................................................. 115
Graphic 28 Pre-reading 4 Latin American Stories .................................. 116
Graphic 29 While-reading section .......................................................... 118
Graphic 30 While reading 1 Economy of the USA ................................. 119
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Graphic 31 While-reading 2 China and Business Trades ...................... 119
Graphic 32 while reading 3 .................................................................... 120
Graphic 33 while reading 4 Latin American stories ................................ 121
Graphic 34 Post reading section ............................................................ 121
Graphic 35 Post reading 1 ..................................................................... 121
Graphic 36 Post reading 2 ..................................................................... 121
Graphic 37 Post reading 3 ..................................................................... 121
Graphic 38 Post reading 4 ..................................................................... 121
Graphic 39 Back cover of the booklet .................................................... 121
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA
FICHA DE REGISTRO DE TESIS TÍTULO Y SUBTÍTULO: Influencia de las etapas metodologicas: antes-durante y despues en la habilidad lectora. Diseño de
un libro cona ctividdades interactivas en realidad aumentada enfocado en las etapas metodologicas.
AUTORES: Mildred Madfori Narea Velasco TUTOR: MSc. Maria Jose Barragan.
REVISOR: INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL FACULTAD: Filosofía , Letras y
Ciencias de la Educación CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: Septiembre, 2017 Nª DE PÁGS.: 144
TÍTULO OBTENIDO: Licenciatura en Lenguas y Lingüística
ÁREAS TEMÁTICAS: Un libro aplicado con realidad aumentada el cual mejora las etapas metodológicas en las actividades de una habilidad lectora.
PALABRAS CLAVES: lectura, etapas metodologicas, realidad aumentada, educación y
actividades. RESUMEN: Hoy en día, el entorno educativo ha cambiado de muchas maneras, aún más, en
el fortalecimiento de diferentes actividades en clase, pero desafortunadamente aún queda
mucho camino por recorrer. Esto se verificó en la Colegio Fiscal "Aguirre Abad", donde los
alumnos de tercer año no trabajaban muy bien con la habilidad lectora y las tareas que el
docente aplicaba en cada etapa metodológica (antes, durante y después) no estaban
destinadas a ser utilizadas por los alumnos del último año, a través de la observación de la
clase y las metodologías aplicadas como entrevista y encuesta, se descubrió que algunas
actividades son muy tradicionales, por esta razón no hay un buen análisis y comprensión de
un texto. Por lo tanto, este proyecto intenta analizar las causas y consecuencias que
condujeron a una enseñanza no tan eficaz y también recomendar el uso de un folleto con
actividades realizadas con realidad aumentada que ayudan no sólo a completar ejercicios de
manera interactiva y atraer la atención del estudiante, sino también mejorar la capacidad de
lectura.
Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI X NO
CONTACTO DE AUTORES: Mildred Madfori Narea Velasco
NÚMERO DE TEL.: 0968732759
E-mail: [email protected]
CONTACTO EN LA INSTITUCIÓN:
Nombre: secretaria de la escuela de lenguas y lingüística
Teléfono: (04)2294888Ext.123
E-mail: [email protected]
NATIONAL FILE IN SCIENCE AND TECHNOLOGY
FORM TO THESIS REGISTER TÍTLE AND SUBTITLE: INFLUENCE OF METHODOLOGICAL STAGES: PRE-WHILE-POST IN READING SKILL.
DESIGN OF A BOOKLET WITH INTERACTIVE ACTIVITIES IN AUGMENTED REALITY FOCUSED ON
METHODOLOGICAL STAGES.
AUTHORS: Mildred Madfori Narea Velasco ADVISOR: MSc. Maria Jose Barragan.
CHECKER
: INSTITUTION: UNIVERSITY OF GUAYAQUIL FACULTY: Philosophy, Letters and Education sciences
CAREER: Language Nowadays, the educational environment has changed in many ways, even more so, in reinforcing class activities, but unfortunately there is still a long way to go. This was verified in Aguirre Abad secondary school, where the third year students did not work very well with reading ability and the tasks applied by the teacher in each methodological stage (before and after) are not intended to be used by students Of a high level according to the last year, through the observation of the class and the methodologies applied as interview and survey, it was discovered that some activities are very traditional for this reason there is a good analysis and understanding of a text. Therefore, this project tries to analyze the causes and consequences that led to a not so effective teaching and in turn to recommend the use of a brochure with activities carried out with augmented reality that help not only to perform exercises more interactive and to attract the student but That help improve reading ability in each student. and Linguistics.
PUBLICATION DAY : September, 2017 N. OF PAGES.: 144
OBTAINED TITLE: Mention in Language and Linguistic.
TEMATIC AREAS: A booklet applied with augmented reality which improve the methodological stages applied in the activities of a reading skill.
KEYWORDS : reading, methodological stages, augmented reality, education, activities.
ABSTRACT: Nowadays, the educational environment has changed in many ways, even more, in
reinforcing different activities in class, but unfortunately there is still a long way to go. This was
verified in “Aguirre Abad” high school, where the third year students did not work very well with
reading ability and the tasks applied by the teacher in each methodological stage (before,
while and after) are not intended to be used by students of a senior year, through the
observation of the class and the methodologies applied as interview and survey, it was
discovered that some activities are very traditional for this reason there is not a good analysis
and understanding of a text. Therefore, this project tries to analyze the causes and
consequences that led to a not so effective teaching and also to recommend the use of a
booklet with activities carried out with augmented reality that help not only to complete
exercises in an interactive way and to attract the student but also to help improve reading
ability in each student.
Register Number (in the data base): CLASSIFICATION NUMBER:
URL address (thesis at web):
PDF attached: YES X NO
AUTHORS CONTACT: Mildred Madfori Narea Velasco
PHONE NUMBER: 0968732759
E-mail: [email protected]
INSTITUTION CONTACT: Name: secretaria de la escuela de lenguas y lingüística
Telephone: (04)2294888Ext.123
E-mail: [email protected]
xix
ABSTRACT
Nowadays, the educational environment has changed in many ways, even
more, in reinforcing different activities in class, but unfortunately there is
still a long way to go. This was verified in “Aguirre Abad” high school,
where the third year students did not work very well with reading ability
and the tasks applied by the teacher in each methodological stage (before,
while and after) are not intended to be used by students of a senior year,
through the observation of the class and the methodologies applied as
interview and survey, it was discovered that some activities are very
traditional for this reason there is not a good analysis and understanding
of a text. Therefore, this project tries to analyze the causes and
consequences that led to a not so effective teaching and also to
recommend the use of a booklet with activities carried out with augmented
reality that helps not only to complete exercises in an interactive way and
to attract the student but also helps improve reading ability in each
student.
Keywords: reading skill, methodological stages, augmented reality.
xx
RESUMEN
Hoy en día, el entorno educativo ha cambiado de muchas maneras, aún
más, en el fortalecimiento de diferentes actividades en clase, pero
desafortunadamente aún queda mucho camino por recorrer. Esto se
verificó en la Colegio Fiscal "Aguirre Abad", donde los alumnos de tercer
año no trabajaban muy bien con la habilidad lectora y las tareas que el
docente aplicaba en cada etapa metodológica (antes, durante y
después) no estaban destinadas a ser utilizadas por los alumnos del
último año, a través de la observación de la clase y las metodologías
aplicadas como entrevista y encuesta, se descubrió que algunas
actividades son muy tradicionales, por esta razón no hay un buen
análisis y comprensión de un texto. Por lo tanto, este proyecto intenta
analizar las causas y consecuencias que condujeron a una enseñanza
no tan eficaz y también recomendar el uso de un folleto con actividades
realizadas con realidad aumentada que ayudan no sólo a completar
ejercicios de manera interactiva y atraer la atención del estudiante, sino
también mejorar la capacidad de lectura.
PALABRAS CLAVES: lectura, etapas metodologicas, realidad aumentada,
educación y actividades.
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INTRODUCTION
The study of the following project was to analyze how the activities
developed in each one of the methodological stages affects the reading
ability. The investigation was conducted in the students of Third
Baccalaureate section "A" of the "Aguirre Abad" High School; Zone 8;
District 5; Province of Guayas; Canton Guayaquil in the academic year
2017-2018.
One of the main causes was the low quality of activities that develop each
of the stages dedicated in reading ability, due to different causes such as
the lack of preparation of pedagogical plans that attract the interest of the
student in participating in each activity or the continuous use of traditional
resources that discourage the student.
All of these reasons have considerably affected the education and
enrichment of the reader, as a solution, a brochure has been proposed
that works together with the augmented reality, which is a technology that
is used directly with the technological devices, that every student has one
at his disposal, with something so accessible is logical that is intended to
use technology to attract attention in the student.
A booklet with subjects that are part of the syllabus and whose activities
are focused on the understanding, reinforcement, practice and application
of each methodological stage. Through technology, the teenager can
interact with the text and by the way he could be interested in each of its
aspects.
This proposal will benefit the students of “Aguirre Abad” High school, the
teacher and the institution. In turn, it will help the community such as
parents, who are part of the educational teenager environment so they get
involved and learn from the readings.
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CHAPTER I. It is about the context of the investigation and its analysis,
also it focuses on the general and specific objectives and the justification
of the project.
CHAPTER II. This refers to the background of some projects that are
related to this one and support the idea of the researcher, the
epistemology foundation which contains the meaning of each one of the
variables, thus the foundations such as: pedagogical; technological; legal;
didactical and more, all of this based on several authors.
CHAPTER III. The third chapter consists of statistical data and financial
analysis that verify the different techniques such as observation, survey
and interview.
CHAPTER IV. In fact this chapter is focused on the proposal with its
objectives, justification, analysis of the technical words and description of
the product itself.
3
CHAPTER I
THE PROBLEM
RESEARCH CONTEXT
The current project about the influence of methodological stages in
the reading skill is developed in the National Experimental College
"Francisco Xavier Aguirre Abad" that began 68 years ago as a mixed
establishment. In its beginnings the campus worked in the highs of which
was the Theater Nine of October in the classrooms of the Higher Institute
of Pedagogy, and then, in the streets Chimborazo between Velez and 9 of
October, in a mixed building of three plants.
On the ground floor it was in the old Andean Theater, where works
were presented exclusively for children. Among his first and outstanding
professors were: The Principal, Carlos Coello Icaza, of the Normal Juan
Montalvo of Quito. Mr. Ulpiano Segovia Salgado. Doña Clemencia Llanos
de Donoso. Doña Esperanza de los Ángeles Ureta Faccini. Doña Rosa
Lascano. Mr. Rosendo Maridueña. Mr. Modesto Apolo Rámirez, Mr. Raíl
Cañizares Lamadrid, among others.
Nowadays, the institution has more than 3,376 students who are
part of this prestigious school from the eight year of basic to third year of
high school. Place where they had graduated characters like Eduardo
Peña Triviño, ex-president of the Republic; Jacinto Velasquez, former
professor of the school and former candidate for the presidency of the
Republic; As well as the figures of Héctor Napolitano and Otto Ferrer,
icons of Guayaquil popular music.
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Due to government changes, the International Baccalaureate was
implemented. Years of updating, teacher training and infrastructure
arrangements were enough to make them part of the elite group of
International Baccalaureate. In this way since the 23rd of December, 2014
with the help of the dean Norka Gualancañay, they have planned a new
syllabus for the selected students. In the academic curriculum of B.I,
subjects such as English, Knowledge Theory, Mathematical Studies,
History, Business Management, Biology, Spanish and Literature are
taught.
In the following years, they have been changing some
infrastructure, opening their sports center and cultural groups for students,
training workshops for parents and teachers, and strengthening of the
institutional image of the school. It counts on elite teachers prepared in the
best universities of the United States and considered of the group of Go
Teacher. Teachers as: Miss Virginia Guerrero, Miss Anita Ponce and the
Engineer Ingrid Narea, who are improving the teaching methods with
advances in the four skills.
In addition, the school has English and French languages for
baccalaureate students and recreational activities every Saturday.
CONFLICT SITUATION
The project analyzes the low level of use and development of
reading classes in the "Aguirre Abad" High School in the students of Third
Baccalaureate parallel "A", conflicts that have been caused due to the
traditional use of pedagogical resources by the teacher, this problem
brings a low practice of technological materials. Another cause is the poor
5
development of reading ability through activities that should be applied
before, during and after each reading. Each of these causes has
consequences that do not only affect the child in his daily routine at high
school but it also affects their future.
SCIENTIFIC FACT
Deficiency in the development of the Reading skill in the students of Third
Baccalaureate section “A” of the “Aguirre Abad” High School District 5;
Zone 8; Province of Guayas; Canton Guayaquil in the academic year
2017-2018.
Nowadays, there are so many difficulties in developing the reading skill in
students of this institution, an academical situation that concerns the
administrative, teachers and the parenthood community. The lack of
interest in analyzing a literary book and in the creation of paragraphs with
a vocabulary focused on their level, brings a terrible consequence when
they must work with the thesis project in Third Baccalaureate.
In addition, the reading activities that have been implemented are not
developed in the right way. In many class observations, the teacher works
with the “while stage activities” instead of working with the three
methodological stages, this action creates a gap of information before and
after the reading is done.
To sum up the teacher`s community agreed that one of the main problems
is the use of traditional resources in class, due to the lack of technological
devices in the Institution besides the fact that some of the reading material
are poor in vocabulary and sense for teenagers of Third Baccalaureate.
CAUSES
❖ Deficiency in planning activities at each methodological stage in
order to reinforce the reading ability.
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❖ Most of the activities developed by the teacher do not meet the
international standards that the student must possess.
❖ The teacher does not apply technological resources to work on pre-
while and post reading classes.
FORMULATION OF THE PROBLEM
How do the methodological stages: pre-while and post influence in
the development of reading skill in the students of Third Baccalaureate
section “A” of the “Aguirre Abad” High School; Zone 8; District 5; Province
of Guayas; Canton Guayaquil in the academic year 2017-2018?
RESEARCH OBJETIVES
GENERAL OBJECTIVE
To determine the impact of methodological stages: pre, while, post
in the development of Reading skill, through field study, literature review
and statistical analysis, to design a booklet with interactive activities in
augmented reality focused on methodological stages.
SPECIFIC OBJECTIVES
❖ To describe the teaching methods using methodological stages: pre-
while- post through field study, literature review.
❖ To measure the reading skill level through statistical analysis, surveys
to students and interviews to teachers.
❖ To design a booklet with interactive activities in augmented reality
focused on methodological stages by interpreting the data.
7
RESEARCH QUESTIONS
1. How often do students analyze a reading, according to their English
level ?
2. How does the reading ensure a better education for the student?
3. What is the connection between methodological stages and reading
skill?
4. What are the reasons that trigger a low level in the development of
methodological stages in students of Third Baccalaureate parallel
“A” in “Aguirre Abad” High School?
5. What would be the benefits of a booklet with interactive activities
applied with augmented reality in the development of reading skill?
JUSTIFICATION OF THE PROBLEM
Education has been part of human history. For centuries, men have
been educated for different purposes whether to hold high office or simply
to expand their knowledge. At present, this way of life has become a right
and one of the most developed areas of preparation of the human mind. In
which, each educational method has been changing according to the
period in which education is applied. With the discovery of technology in
the early 19th century, it is common to find a lot of audiovisual media in the
classrooms of the world.
A renewed education is found, where each teacher intends to
develop every skill of the student from the outset, but although education
has been thriving, many methods have not reached their goal as a
meaningful learning part in the student. According to Lyon, (1998) the
8
ability to read entails a notorious success when the student "applies these
skills in a rapid and fluent manner, possesses strong vocabularies and
syntactical and grammatical skills, and relates reading to their own
experiences" (p. 4). This means that a student who has not developed
such characteristics in his life cannot understand in a complete way what
he is reading. A situation that do not follow the code of the National Plan
for Good Living, which states in its paragraph:
2.2 Ensure real equality in access to quality health and
education services to individuals and groups that require special
consideration due to the persistence of inequalities, exclusion and
discrimination.
C. Expand the offer and ensure free public education at the levels
of initial education, basic general and baccalaureate throughout the
country and generate mechanisms to encourage attendance. (Good Living
Plan, 2013, p. 122)
Which refers that any person who wishes to be prepared in an
educational institution is well received, but above all must be assisted, also
they must help them to develop their intellectual capacities and guiding
until the end of education.
The students have the support of public institutions and the
guidance of the teachers of their respective schools, but there is not a
tracking in the development of reading ability, a sector that has been in
decline since no technological methods have been taught. Magic Book, is
a clear example of a normal book with several readings, but the difference
is the application of augmented reality, where each person can observe
the characters of the readings in a digital animation taken to 3D. (Boyd &
Ellison, 2007).
The use of augmented reality will benefit the students, at the time of
developing reading through activities that are involved in each step of the
9
skill. It will also help the Institution in an indirect way, because it is going to
be applied in the syllabus and it is going to fix a big trouble in the reading
skill. The National Plan for Good Living indicates several paragraphs
where they refer to the use of technology in education:
4.1 Achieve universal access to initial, basic and baccalaureate
education and democratize access to higher education.
C. Provide or upgrade the infrastructure, equipment, connectivity
and use of ICT, educational resources and furniture of public education
establishments, low standards of quality, adaptability, adaptability and
accessibility, as appropriate. (Good Living Plan, 2013, p. 168).
It entails strengthening the technological link with education through
a good infrastructure that can improve quality standards in the teaching
procedures that are taught. The government, institution and family need to
provide a child while he is growing with the main resources for working.
Moreover, it is vital to upgrade everything that form part of a class,
including the video and songs laboratories, the classes and the materials
that they are working with.
4.4 To improve the quality of education at all levels and
modalities for the generation of knowledge and the integral training
of creative, supportive, responsible, critical, participatory and
productive people under the principles of equality, social equity and
territoriality.
I. Ensure in the educational programs the inclusion of content and
didactic and informative activities that motivate the interest in the sciences,
technologies and research, for the construction of a socialist society of
knowledge. (Good Living Plan, 2013, p. 170)
The paragraph refers to include technology in any educational
content that helps the student to develop their skills in a better way. This
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could benefit the future of every child, because they will look for a new
source to get involve in a new subject.
The biggest issue that education is dealing now is the poor level
that society receives, in fact the Constitution of Ecuador claims that every
citizen must have an inclusive education, without discrimination and with
the use of technology focused on the correct teaching in class.
Art. 26: La educación es un derecho de las personas a lo largo de su vida
y un deber ineludible e inexcusable del Estado. Constituye un área
prioritaria de la política pública y de la inversión estatal, garantía de
la igualdad e inclusión social y condición indispensable para el
buen vivir. Las personas, las familias y la sociedad tienen el
derecho y la responsabilidad de participar en el proceso educativo.
(Constitution of Ecuador, 2008, p. 16)
As a conclusion this thesis allows the analysis of education in the
development of reading ability and how these can be improved using
augmented reality. This book is not only an aid for the student, but it also
improves the teaching methods, creating a better future for the High
School, apart from that it creates a better connection of work at home
between parents and children. Applied in a booklet, with interactive
activities that complement each phase of reading, for the students of the
Third Baccalaureate section “A” of the “Aguirre Abad” High School
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CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND OF THE STUDY
Previous studies have provided evidence of the use of technology
in the different teaching processes in high school education. Through the
research of many authors, this thesis contains the wide selection of
projects that develop the proposal into pieces, giving us a study of each
variable.
Project: “ Exploring the use of games and songs in the learning process of
an elementary school 7th grade classroom of Liceo Panamericano School
in Samborondón”. Angelis & Rivera (2015)
This thesis refers to determine the reaction of students when exposed to
songs during the learning process, to identify the benefits of using
games and songs and games in the learning process in an EFL
classroom, and to determine how games and songs are beneficial
in the developing of language skills. The methodological approach
considered to this study comprised the constructivism paradigm, the
case study method, and data collection techniques such as surveys
applied to 7th grade students by designing a tool with 10
statements in order to gather students’ opinions and beliefs about
the subject matter.(p.14)
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There is a growing need to determine the use of technological
devices in the education area furthermore when there are a lot of creative
resources that can help us improve the teaching methods.
Project: “The Digital Learning Classroom: Improving English Language
Learners’ academic success in mathematics and reading using interactive
whiteboard technology”. López (2010)
The purpose of the research is to perform an objective evaluation to
determine the benefits to give a digital learning classroom instead
of a traditional classroom without using high technology. This could
change in a dramatic way the pedagogical system for teachers and
could give them the chance to improve their methodological style in
classes. (p.1)
According to López (2010) it could modify the several teaching
techniques, that highschools are using for giving their subjects. In fact you
can update your complete package of teaching methods in any area with
only receiving new technology as a helper. Nowadays, the English area is
developing so quickly around the world, with video chats, augmented
reality and interactive cds. This is the most significant reason that leads to
change from a traditional methodological class into a technological class.
From the research conducted by Duke & Peterson (2002) it reveals that
around the world “Educators have turned to computers and electronic
materials to help students whose principal problem is the reading skill”
The data obtained from this research shows the real problem in the
teenagers. The reading is the principal complement for getting the best
education when you are studying, it does not only allow you to increase
your vocabulary but it also leads you to think, argue and judge with facts
everything around the world.
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In spite of transforming the reading as a duty of own enrichment of
knowledge. This should be guided successfully since childhood to
encourage a good habit. Although traditional methods were very helpful
years ago, currently everything is different and these methods have not
been developed in their totality, reaching to cover in class only two
methodological stages such as: while reading and after reading and in the
worst scenario it is only one covered.
Project: “Learning vocabulary through reading”. Adlof & Storkel (2006)
refers to:
The different steps according the reading process, the first component
involved reading to familiarize oneself with the context, and then
rereading to pay attention to the unknown word. The second
component, includes potential clues to the word’s meaning, (..). The
third component involved forming an initial hypothesis of the word’s
meaning, (…). The fourth component involved the hypothesis on
the original hypothesis and the last step was to summarize what
was known about the word (p. 8-9)
Project “The importance of reading to improve the Integral Learning of
English in ESL Students. Design and application of a reading booklet for
young learners of English”.
In order to investigate the problems faced by the students, a new
research was made in the library of the University of Guayaquil, where the
authors Santillán & Vergara (2013) stablished that “Language production
suffers when students face trouble leading with reading” (p. 1).
This quote refers to a lack of commitment in the development of
reading ability. This trouble generates a delay in reading production and a
14
blank in the minds of each student of how to analyze and understand a
text, moreover when this skill should be more developed if the teenagers
learn a foreign language.
EPISTEMOLOGY FOUNDATION
In order to investigate the different variables and their categories
that are related to the topic. It is necessary, to carry out a conceptual
investigation of each term through the theories of different authors. In
addition, every research will expose opinions of well-known writers and by
the end, every resource will give concepts which bring an analysis and
summary of the independent variable and the dependent variable.
INDEPENDENT VARIABLE
METHODOLOGICAL STAGES
“The task of teachers is to improve reading comprenhension in
students instead of working with their memory ability”(Anonymous, 2017,
p.1). According to the author, the students should understand and analyze
the text they are reading, so their minds could work in a different way and
their vocabulary could increase.
In order to apply new methodologies in the class, it is important to
develop the three principal stages that are responsible for a better
comprehension of a reading section.
CLASSIFICATION:
• PRE- READING
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At first sight, the reading classification is the basis to stablish a
good teaching-learning process, where the student can understand and
break down the traditional system of curriculum guide. According to
Lebahuer (1998) “ pre-reading activities can lighten students` cognitive
burden while reading because prior discussions will have been
incorporated” (p.1)
Well-developed activities before beginning a reading open the
option for students to reinforce content long before they read it. The
teacher should be a guide and use very well the resources of either
questions or images so that the young person can be well immersed in the
subject to learn.
Stiefenhöfer (2010) stated that the tips mentioned in pre-reading will
not take a very long time to carry out. The purpose is to overcome the
common urge to start reading a text closely right away from the beginning.
This quotation makes reference in the didactical way, the pre-
reading activities are working in class. The different types of tasks done by
the students will create an opening to the text; instead of going directly to
the paragraph, the first stage of methodological reading tries to engage
the reader with the text even If he does not skim the text.
• WHILE-READING
The while- reading activity is a stage where you develop in different
exercises all the ideas that you got in the reading. According to the British
Council, (2014) “These are activities which are designed to help students
to experience the text holistically as we do in the first language rather than
to study it discretely as students usually do in a foreign language” (p.1)
During the reading, the student will be engaged doing some
activities that help him understand the main idea even if he does not read
16
it all over again. There are some activities you could create during the
reading part. (Anonymous, 2017a) states in the following list different tasks
to accomplish.
• Marking/ arranging/ checking items in pictures.
• Completing or drawing pictures.
• Completing text ( gap filling).
• True/ False statements.
• Answering multiple choice.
• Spotting differences.
• Seeking specific items.
• Following a route on a map (p.1)
All of this tasks, raise the knowledge of the teenager, each one of
them seek the understanding of every paragraph in the students mind.
• POST- READING
Now, it is time to analyze the post-reading activities. According to
Arwijati, (2010) “ At this stage the students are in a temporary change of
state or condition, that is, they now know something they did not know
before” (p. 87).
When all the stages are completed, is usual to think the student is
already prepared to develop a more high level of tasks due to the
knowledge he already has. Moreover, with the help of the introductory
activities in the pre-reading part and the development of the while-reading
tasks, the teenager is ready to make a summary of the text.
In addition, Arwijati, (2010) states that
Post- reading activities are expected to encourage students to
reflect upon what they have read. The purpose of the activities
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are for the students to use the familiar text as basis for specific
language study, to allow the students to respond to the text
creatively and to get the students to focus more deeply on the
information to stay with them. (p.87)
The following graphic shows an example of activity that could be
implemented after you complet a text.
In the previous graphic, the main purpose is to describe the
character with the help of some characteristics. In this case, the tigers
(character) represent the center of a story, so the teenager must describe
his environment, the behavior even the food. Each one of them, plays a
role and they work as a help for creating a summary of the text.
STEPS IN READING METHODOLOGY
• PURPOSE
One of the most important steps to prosper in a reading, is to
establish a purpose. From the research conducted by Pacific Crest,
(2017), it shows that:
Before you begin reading, identify why you are reading, what you want to
get out of the material, and how thoroughly you need to understand
Chart 1 Data-charts Post reading activity
Source: (Anonymous / Teaching strategy. After reading activities / 2017)
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it. Determine if you are reading for a general idea or for details. The
purpose will vary depending on the context. (p.53)
At the moment, you select a book, you should know why are you
reading it for?. It could be for entertaining or research something. The
purpose of the reading is extremely important because in that way you can
determine the techniques you are going to use for getting a better
understanding of the paragraph.
• READ CRITICALLY
There is not doubt that read critically is a way more advanced as a
step to improve the methodological way you learn and teach this skill.
According to Waterloo University, (2017) “ When we read critically, we use
our critical thinking skills to question both the text and our ownreading of it”
(p.1)
In reference to this contribution, there are two types of reading,
when the reader just skim the book looking for ideas or small details or the
part when the reader transforms into the main character of the story and
begins to question his thoughts even comparing them with the rest of the
characters or the author.
TYPES OF TECHNIQUES
It is important that students know what they are reading, so they
can make different types of inferences of the information they
received.(Tucker, Caitlin; 2014, p.1). Each phrase and paragraph is
composed by two types of important techniques: implicit and explicit.
There are some clues to identify each one according to the context.
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• IMPLICIT
The aim of this study is to determine the importance of implicit
reading in the student life. According to Mitchell, ( 2017) “If something is
implicit, it is not expressly stated, but the reader understands it anyway
through other clues in the text” (p.1). for example, if the first paragraph is
talking about a forest with trees and animals ( we can imagine there is a
river because of some details of the description) but literally there is no
description of the water or river.
In the following example, Mitchell, (2017) illustrate with a story the
main idea of a implicit reading. “For example, if a story begins with <<The
trees were swaying wildly outside Anne’s window as she prepared for bed
and the gutters were overflowing>>” (p.1)
At the moment to analyze the story, there are not details about the
sky, so at first sight, the reader can not noticed if the facts happen in the
morning or at night, otherwise, the text mentioned something about a bed
( this is the first clue to connect with a night).
• EXPLICIT
It was originally assumed that every text that gives all the details of
a situation is an explicit reading. But, there are some important
connotations that should be considered. “The word “explicit” means clear
and fully expressed (…) no hidden connotations and no room for
misunderstanding.”(Mitchell, Stephanie, 2017, p.1).
It means, a paragraph is explicit when the writer gives you all the
information very well detailed in each of its lines. In fact, the author
20
expresses an example of this type of reading Mitchell, (2017) states that
“For example (…) It was a dark and stormy night” (p.1).
In this text the author gives two important details “dark” “night”, so
with this part we can understand that the stage of the scene is at night.
For example (…)
• The law was explicit in whose tax rates were to be raised.
• He said explicitly, you will not attend that concert.
In both of these examples, the word explicit is used to demonstrate
something that has been clearly and unambiguously expressed or
stated. (Writing Explained, 2014, p.1)
DEPENDENT VARIABLE
READING
From the research conducted by McNamara, (2012), it shows that
“Reading is an extraordinary achievement when one considers the
numbers of levels and components that must be mastered” (p. 3). This
information changes the concept of reading for everybody. Reading is not
only to finish a story of certain book in contrast it is to get involved with
each one of the components, from the grammatical uses that each line
contains, to distinguish the attitude of each character.
According to Santillán & Vergara (2013), “Reading is the first
approach to a new language, which when treated properly becomes a
great aid to achieve language awareness, and help students built stronger
foundation for the learning of a foreign language” (p.1). It suggests that the
reading ability is one of the safest forms of student learning. If this ability is
well developed from the beginning of the teenager, the student will have
21
the facility to handle texts in several languages and analyze them without
any trouble.
• STRATEGIES
This section will present the research of the author McNamara, (2012)
who claims that strategy is a “cognitive or behavioral action that is
enacted under particular contextual conditions, with the goal of improving
some aspect of comprenhension” (p. 6). It is clear that strategies are
actions that the human being performs at the momento to deal any type of
situations. If this term is developed in the field of education, is easy to
understand that all types of strategies applied to education must be carried
out by a process that helps the student to gain more information in a esay
way.
According to McNamara, (2012) there are some strategies that could
help the reader to understand the text. The following graphic will explain it
in a better way.
Graphic 1 Strategies for Reading Comprehension
Source: Danielle McNamara, Reading Comprehension Strategies: Theories,
Interventions, and Technologies , 2012
22
Graphic 1 suggests different ways to improve the reading by some
strategies that can facilitate the learning process. The author analyzes four
different possibilities to accomplish this skill.
The monitoring comprenhension and reading strategies is developed
into:
• Strategies to prepare to read
• Strategies to Go Beyond the Text
• Strategies to Interpret the words, sentences and ideas in the text
• Strategies to organize, restructure and synthesize the text.
This strategies are focused on preparing the students for getting a better
feedback of what the teenagers are reading. This suggestions are
explained in a general way, besides the fact the learners have to prepare
the reading , looking for a new word and taking out the main idea is
important to organize and build a new concept of your own.
Here are some of the most important strategies to built a significant
learning in a specific way:
• PREDICTING
Focusing now on the first strategy, predicting according to McKenna,
Labbo, Kieffer, & Reinking, (2013) “involves thinking about what might
happen next in the story” (p.319). This characteristic is basically about
reading books, where the reader decides to continue or not continue the
story, in that moment the reader makes a prediction of what will happen in
the following pages.
In addition, predicition is a useful strategy for working in class with
teenagers, not only because it is different and funny to guess the future of
a story but it will also help the students to make a reasonable argument
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which supports their believes. In fact McNamara, (2012) explained a
possible activity in class applying this strategy.
The reader makes a prediction about what will be learned on the
next half-page; read the half-page aloud while the tutor corrects errors,
(dis) confirms the prediction and summarizes the main idea , students get
one point for each viable prediction. (p.185)
As a result, this activity will contribute in exploring their minds and
changing the poor reading skill each student is used to for something the
teenagers could improve day by day.
• SKIMMING
McNamara, (2012) states that “Sometimes when we read a text for
new information, we skim. We are looking for new ideas to answer our
questions. When we skim, we sometimes miss information” (p.261). The
data gathered from this research revels that skimming sometimes leads to
mistakes because when you do not read carefully, you miss some details
and the perception of the reading is incomplete and without foundation.
However, there are some opposing ideas of Claudet, (2013) who
describes that “skimming involves reading quickly to get the main idea of a
text. Reading topic sentences (usually the first sentence of a paragraph)
can be an effective way of understanding the main idea of a text” (p.1)
Although both ideas contain similar details about what a skimming
is, they differ in the contribution that this can provide us when you must
analyze a text. Of course, this technique is not very specific but ensures to
capture the main idea of each paragraph.
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• SCANNING
This technique helps a lot when you already know the information
that you are looking for, the question that you must answer or the specific
detail that you need without reading the whole paragraph. Apart from that,
Claudet, (2013) explains it in a short way “Scanning involves searching for
numbers, symbols and long words in a text” (p.1) It means, seeking
information directly when you know exactly what to find.
In a technical way of introducing in a reading world, McKenna et al.,
(2013) takes us into a new level of conceptualization “Skilled hypertext
readers preview the text before reading, for example scanning a page or
pages before making reading decisions, and as a way of gleaning an
overview of the text” (p.319).
The difference between skimming and scanning is that while one of
them does not even know what to look for, the other technique is applied
when a person already has knowledge of what the text is about.
• PARAPHRASING
Paraphrasing is a useful strategy for creating your own version of a
concept or paragraph, this idea can be explained by Housel, (2014) states
that “when you paraphrase, you restate information in a text in your own
words” (p.122).
In fact, paraphrasing is more than just write with your own words
ideas of somebody else. In order to accomplish this technique, you must
analyze the context of the text and argue even with yourself if you have
the same opinion with the author or not. For example, the writer
Katsampoxaki-Hodgets, (2017) gives some clues to create an excellent
work:
• You must acknowledge sources
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• Changing vocabulary
• Varied sentence patterns
• Change order of ideas
• Change word class
• Break long sentences into short ones
• Making abstract ideas more concrete
TYPES OF READING
Now, it is time to move forward a new topic. Types of reading, will
help us to undertand the difference between a freedom reading without the
complete guidance of the teacher and a reading that you must do with the
teacher.
• INTENSIVE READING
According to Richard & Schmidt, (2002) “ Intensive reading is
generally at a lower speed, and requires a higher degree of understanding
than extensive reading” (p.212). The frequency of using a dictionary in
this technique is really null, even the fact that some words could be new
for the reader, is important that the person who is going to apply this
should be an expert of the grammatical rules and the vocabulary part.
This technique is focused on the work with the teacher, the student
whould be guidance, so there is not enough time to work with the text, and
the only momento that you can work, the student must be prepared for
understanding almost the 90% of the content. Nowadays, techniques like
this have been developed, for making the work of the teacher easier than
the past.
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Further advances have shown that there are four different steps
that could help to improve this skill using this type of reading. According to
Newman, (2016):
• Step one: Prediction+ Peer Feedback: Students and teacher
discuss content and purpose of the text and author.
• Step two: Group Annotation+ Peer Feedback: Students will work
together to annotate the text based on clear, specific learning goals.
• Step three: Spoken , Written and Illustrated Summaries + Peer
Feedback: Students will take turn speaking, writing, and drawing
summaries.
• Step fourth: Become the author: Assuming the role of author,
student-groups will be responsible for answering a series of
questions which focus on critical concepts and higher-order thinking
skills. (p.1)
Focused on this four steps, the student is always working in group
in a class guidance for the supervisor, since the beginning the teenager
receives help and the content should be understood for the last step, when
the student transform into the author of the book. In conclusion, this is a
good technique but do not forget to apply it when the level of the course is
always updated.
• EXTENSIVE READING
“The purpose of extensive reading is to train the students to read
directly and fluently in the target language for enjoyment without the aid of
the teacher” (Rashidi & Piran, 2011, p. 471). According to this idea, the
author expresses the chance to let the students gain the leadership in their
27
reading tasks. Furthermore, if there is not teacher who can assistance in
the activities.
It is a free educational style, implemented in high schools or
universities, where the teenagers must defend themselves with resources
such as: dictionaries, post-it for notes and even technology is a useful
resource in this period of time. In addition,Richard & Schmidt, (2002) gives
us a more widely concept of this reading.
Extensive reading means reading in quantity and in order to gain a
general understanding of what is read. It is intended to develop
good reading habits, to build up knowledge of vocabulary and
structure, and to encourage a liking for reading. (p. 212)
Despite of the intensive reading where everything is controlled by
activities in groups or by the teacher, the extensive reading is a better way
to give a new approach to this skill. It is not only an amazing break to
create a new habit that nowadays is difficult to find but it also leads the
student the opportunity to increase their lexique and vocabulary.
To sum up with this part, there is a good paragraph which
encompasses the theory. At the moment, the teacher applies this type of
reading, the student does not only improve their knowledge in the
vocabulary but they also speak better and reading become part of their
daily lives. (Ming-yeuh, 2008, p. 111)
• ACTIVE READING
The most important part of this kind of reading is to pay attention to
any details or information that the content provides you, this requires a
total concentration of the material that the student is using. According to
California State, (2010) :
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Active reading is necessary for thinking critically about a text and
fully comprehending and recalling the material. Active reading usually
browsing the material before reading, annotating and highlighting or
underlining while reading, and reviewing the material after reading (p.1)
There are some techniques to apply this active reading in a daily way.
• You must read slowly, so you can understand the main idea of a
text.
• Do not forget to annotate the ideas that come first to your mind in
each paragraph.
• UNDERLINING AND HIGHLIGHTING
Underlining is the way to select important facts that could work as a
main idea of a text. In fact “When we study, we mark important words,
phrases or sentences by underlining or highlighting to help us understand
the content. This method is called a prompt”. (Kawasaki, Sasaki,
Yamaguchi & Yamaguchi, 2008, p.311)
A “prompt” is a code that indicates that it is waiting a command of
something however in the educational side, a “prompt” is a word o letter
that could guide us to understand a whole text. In particular, underlining
and highlighting help students to be focused more on the context by
choosing selected ideas who can give them a clue of each paragraph.
Johnson, (1988).
Nonetheless, according to some writers there is a huge problem at
the moment to apply this technique. Focused on Silvers & Kreiner, (1997)
“However, if a student rents a previously used textbook that contains
inappropriate highlighting throughout the text, the inappropriate
highlighting may interfere with reading comprehension”. (p.1)
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• NOTE (KEY WORDS)
In addition, there is a well-known technique that is applied since
everyone is in school. To write some key words in different notes, allow
the people to write clues for some subject or event that they must deal
with. Additionally, the following graphic is an example of active reading
applied with a note of key words; using a Cornell Note method for post-
reading activities.
Chart 2Cornell Notes
Source: (Gerrad, Cornell Note Taking Worksheet, 2017)
30
The Cornell Note Taking System is a method of post-reading stage, that
works as a center of information, which includes:
• Key words
• Key questions
• Key ideas
• Summarize. (Pauk, 2014, p.1)
QUESTIONS
Many authors define questions with different points of view however
Poole, (2003) described with simple words the main idea of this term:
Graphic 2 Example of a Cornell Notes
Source: (Huchin, A Little Story of Note-taking | cultureXchange,
2015.)
31
Questions are great conversations starter. It seems everyone has a story
to tell or an opinion to share. And to get it, you need only to ask. Good
questions invite people to open up about themselves and divulge their
thoughts and feelings on a wide variety of topics. (p.1)
Evaluating this extract, is easy to discover that everybody around
the world apply questions to produce a discussion, it is not difficult to ask:
How are you? or How old are you?, these are typical ways to begin a new
conversation with someone you do not know.
There are some types of questions. According to Bolinger, (1978)
some situations can show how to deal with yes and no questions.
• Questions that show surprise and cause a shock in the reader:
Are you really there with my parents (or not)?
• Questions that are looking for a true information, it works when
you give the answer in it:
Sarah, are you doing the laundry (or not)?
Similar to Gillham, (2008) who has divided this technique into
different teams:
The topic ususally fall into three main categories:
• Questions of fact;
• Questions about opinion, beliefs, judgements;
• Questions about behavior (what people do).
Factual questions usually come first and in chronological order (…)
Opinions questions work best(…) in a neutral way. (p.26)
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A comparison of the three results reveals that the first author is
more directioned into a natural and spontaneous conversation while the
other two authors talk more about a technical way to produce questions.
SUMMARIES
Arbor, (1994) “ To write a good summary is important to thoroughly
understand the material you are working with.”(p.1)
First of all, the person needs to analyze what he is reading,
according to the context, the person could make a lot of connotations of
what the main idea is, on the other hand to reach this goal, you need to
read very carefully and consciously to have a clue for creating a summary.
At the moment to write a summary, Arbor, (1994) brings some
requirements:
• “The summary should cover the original as a whole.
• The material should be presented in a neutral fashion.
• The summary should be a condensed version of the material,
presented in your own words.” (p.3)
There is not need to copy the same words of the book, while you
are reading, you understand and then is easy to write in your own words
the context of the text.
PEDAGOGICAL FOUNDATION
Over the years, the teachers found so many ways to transmit their
knowledge to the kids, nowadays this concept has a name “Pedagogy”.
This pedagogical foundation that has its beginnings with a simple process
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in which the teachers spread something and the students learn (Koehler &
Mishra, 2008).
However, the education changes so fast that this system must use
technology to reach to the target ( students) and has the chance to obtain
the achievements of the past. Aditionally, Diaz & Bontenbal, (2000)
establish that using technology to enhance the educational process
involves more than just learning how to use specific pieces of hardware
and software. It requires an understanding of pedagocial principles that
are specific to the use of technology in an instructional setting. (p.1) It
means that is not only to know how to handle technology in class, the
teacher should apply pedagogical steps in planning and classroom
management.
A class must possess constructive characteristics where the student
learns through experiences. One of the great thinkers and parents of this
theory is Jean Piaget. According to Bada, (2015) “ constructivism is an
approach to teaching and learning based on the premise that cognition
(learning) is the result of “mental construction” (p.66). This leads to
analyze the theory where the student learns through their own
experiences, this refers to a self-learning, the young person becomes
generator of their knowledge and carries them out in school life. The
following chart explains the difference between a traditional class to a
constructivism class which is a kind of class the researcher tries to lead
this project:
34
Besides the fact, that reading is one of the most important skills that
students should be prepared. The data obtained from Beeman, (2014)
shows that “ teachers do not always understand the development stages
of reading, and may simple rely on the manuals and prepackaged
programs”. (p.15). This quotations shows a lack in the preparation of the
programs that some teachers have for their classes, that is why it is not
only important to be updated with technology in order to apply it in class
but is also necessary to prove that the person who is going to teach
something, really knows what he should do.
LINGUISTIC FOUNDATION
When referring to a communication based on linguistics is to talk
about the Common European Framework of Reference, an international
standard where the level of production is detailed in each one of the skills
that the student domains and that must be developed according to the
indicators established.
Graphic 3 Traditional vd Constructivism class
Source: Beeman / Constructivism theory / 2014
35
A level considered for Third Grade students is the threshold level or
B1; where the young person can produce conversations, read content and
understand what he is reading at a medium level. According to Jean-
Claude, (2010) states that “ learners are expected to take part in authentic
or simulated exhanges in the classroom (…) the aim is to engage in
collective actions both in the classroom and in the real world” (p. 225).
Considering this appointment, the importance of the common European
frame of reference is to help students to increase their level of knowledge
in the second language.
PSYCHOLOGICAL FOUNDATION
Reading is the most employed skill in English teaching, an
incredible process in which visual information is taken for written texts to
become knowledge (Woolley, 2011). In psychology, it exists different
cognitive processes involved in reading comprehension that include,
recognition of words, association with concepts stored in memory,
development of meaningful ideas, extraction of conclusions and
relationship between what is read and what is already known.
All of this is frequently done by the reader in order to reach a better
understanding of the text. However, reading demands active attention to
coordinate the apprehension of written codes. Unfortunately, human
processing capacity is limited, that is why a conflict occurs, and it is
manifested as difficulties of reading comprehension.
The basic psychological processes involved in reading
comprehension are the following (Valles, 2005)
• Selective attention: The reader focuses his attention on the text he
reads and reject other external or internal stimulus that may distract
36
him. This represents a remarkable effort to control and self-regulate
his attention.
• Sequential analysis: It is one of the components of the mental
process of analysis-synthesis, through which the reader carries out
a continuous reading in order to concatenating the meanings of
each word in a paragraph section.
• Synthesis: Through this process the reader recapitulates,
summarizes and attributes meaning to certain linguistic units so that
the words read are translated into a coherent and meaningful unit,
this helps to comprehend a text.
• Memory: There are two types of memory: long term and short term.
The long term helps to create links of meanings, with others
previously acquired in reading, this consolidates meaningful
learning. The short term, associates new content or textual scenes,
with themes, characters and specific actions in the text. All this
process of "back and forth" memory produces interconnections
between the different parts of a text read, benefiting reading
comprehension.
All of these structures, processes and basic mechanisms are
necessary to understand at the time of reading. However, not all students
perform them properly and, as a consequence, differences and difficulties
of English language learning arise. (Vygotsky, 1980) showed that when a
student is in the zone of proximal development doing a task, a little help
provide by the teacher will be enough to help him to achieve that task
properly. Providing the appropriate support at a right moment will make
students to succeed learning English. It Is for this reason, that this project
will be beneficial, since it will help to reinforce the processes of the
students in order to reach the expected level of reading in accordance with
their predicted academic level.
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SOCIOLOGICAL FOUNDATION
Social environment supports different aspects in learning English as
a Foreign Language, one of them is reading (Neuman & Dickinson, 2003).
Therefore, social contexts and family structure, benefit or aggravate
students’ educational experiences, which become manifested in the low
development of reading skill and their bad social-emotional functioning.
Students learn as active members of society, not isolated individuals.
Learning occurs through dialogue (Vygotsky, 1980) between
teacher and student or text and reader (Wilson, 1999). Socio-
Constructivism see reading as a social practice. Given that reading is
interactive, EFL students must take an active part in constructing their
knowledge with their own mind (Wilson & Lianrui, 2007).
However, it is very important to point out the purpose that the
student has in learning something, in this case, what the purpose of
reading any kind of text in classes is. Teachers play an important role
while teaching reading; when designing the curriculum of EFL classes,
they should keep in mind what would the students be able to do in terms
of social practice? And how will these reading texts be useful in their
normal life? The social purposes of reading activities will be the
fundamental bases of students’ knowledge and will motivate them to do
read effectively.
All of this will also improve students critical thinking. Besides, will be
support by this project, because the proposal of creating a booklet with
interactive activities in augmented reality focused on methodological
stages will increase students interest in reading, not only at high school,
but anywhere, approaching them to make reading as an authentically and
meaningful activity, rather than a bored classroom exercise.
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PHILOSOPHICAL FOUNDATION
There are different points of view that agree how philosophy and
education work together in so many ways. To emphasize this idea Ranjan,
(2015) proposes “ Philosophy and education are closely inter-related and
inter-dependent. Philosophy points out the ways and education follow it”.
(p.28) even his contribution states that “ without philosophy, education will
be a blind effort and without education, philosophy would be crippled”.
This is a very strong opinion, which demonstrates that both of them
needs each other. The philosophy that applies the knowledge as one of its
foundations and the education that transmits this knowledge. But
philosophy in education is not only the basis of how to teach, it must be
linked to axiology. A study based on moral and ethical values that
reinforces and helps to form the student and to promote a significant
learning. This idea is supported by Tomar, (2014) who claims that “ the
branch of philosphy concerned with the general problem of values that is,
the nature, origin and permanence of values” (p.51). The values must be
reflected in any place and more even if we speak of the school, where the
student attends more frequently. The education itself should be treated
with respect and interest and focusing on the analysis of these variables,
the teenager should be interested in acquiring good bases to deepen and
reinforce reading. Values such as respect, love and dedication of time for
increasing their knowledge, should be applied in class daily.
Not to mention, that every aspect of education has been related to
philosophy such as: curriculum guides- teaching methods- vocabulary and
more (Taneja, 1995 p.50). . This means that the teacher uses some
techniques that has been influenced by the philosophy.
Philosophy-explicit or implicit- is always in the background for shaping
things in education. It answers thousands of questions pertaining to
the whole field o education. If the child is to be educated, why is he
39
to be educated , by whom he has to be educated are questions
which are answered by philosophy.(Taneja, 1995 p.49)
To summarize, Philosophy is the foundation of what education is
made, without philosophy there would not exist the techniques, knowledge
and the background of different sciences and also as mentioned by
Tajena, there would not even be a prior knowledge of how the education
should be taught.
DIDACTIC FOUNDATION
When talking about didactics, it is to focus on how the teacher
imparts his class. The different methods and techniques used to transmit
their knowledge to the student and if it achieves good long-term goals.
One of the most famous techniques of giving the class is to use the
Socratic method. According to Paul & Elder, (1997) a socratic method is
based on
“giving students questions, not answers” (p.1). This helps create a
relationship where the student must think and analyze if the answers he is
going to give are correct.
Another of the techniques and methods of teaching the class is
through constructivism, a constructive class encourages the student to link
the class with real issues that facilitate learning because it contributes to
the young person to give an opinion with his own experience. The
following graphic gives an idea of how the teacher must assess the class:
Graphic 4 Blomms taxonomy
Source: Anonymous/ 3 ways to utilise didactic teaching methods/
2013
40
This graphic clearly gives us a process of how the teacher should
prepare the class. It begins with the knowledge that was previously given
to the student, and it is observed if there is a clear understanding with the
help of activities, if there is any doubt , the teacher reinforce that part and
by the end, the student gives a test, which can prove that the content of
the day was well-transmited.
TECHNOLOGICAL FOUNDATION
Evidence supports that technology has a really big impact in the
education. According Okojie, Olinzock, & Okojie-Boulder, (2006)
“Technology in education is commonly defined as a technical device or
tool used to enhance instruction” (p.1). Term that is well-known this days
as a resource to help teachers in class.
Based on the research of NEIRTEC, (2004) multimedia can present
any type of videos, speeches, music and slides of different content (p.4).
Making a connection with education, this technology is a really good
invention to use at class. “Computers can provide powerful scaffolds (..). A
child weak in comprenhension strategies can be guided by the computer
to pose and answer questions, create concept maps, or check his or her
understanding while reading on-screen text.” (p.6). The specific function of
technology is to help students to get the information in a creative way
when the teenager applies what he learned in class and could make a
reinforce of the content.
41
Moreover, the use of the Internet for reading in order to improve the
general ability for student comprehension of texts can be directly
related to students’ personal needs and interests, thus promoting a
more autonomous student role and sense of control over their own
work that might result on a higher degree of motivation (Giron-
Garcia, 2015, p.9 )
This citation explained for Giron-Garcia established that the student
needs to get in contact with technology cause this is a natural environment
for them and it gives them more stability in their homeworks and the
freedom to prepare their own schedule to work.
One of the benefits of technology is to work with augmented reality,
according to Shin, (2017) “ Augmented reality turns the environment
around you into a digital interface by placing virtual objects in the real
world, in real-time” (p.1). It creates a different vision of work with students,
where they become leaders in learning and they begin to interact with
school resources.
It is necessary to download an application on the cell phone or
tablet, in order to use the augmented reality. The application whose name
is aurasma, “ lets you use 3D, images, sound and video back to back or all
at the same time if you need to” (Zenka, 2016, p.1). Is an aid that gives us
the application directly to interact with the technology in a more direct way
and without disadvantages.
LEGAL FOUNDATION
It is important to realize that all of these statements have been
validated by the Constitution of Ecuador and The National Plan of Good
Living. The following articles indicate the relationship between the
education and technology.
42
National Plan of Good Living
Article 4.4 ( section L)
4.4 To improve the quality of education at all levels and modalities for
the generation of knowledge and the integral training of creative,
supportive, responsible, critical, participatory and productive people
under the principles of equality, social equity and territoriality.
I. Ensure in the educational programs the inclusion of content and
didactic and informative activities that motivate the interest in the
sciences, technologies and research, for the construction of a socialist
society of knowledge. (Good Living Plan, 2013, p. 170)
Constitution of Ecuador
Article 26
Art. 26: Education is a right of the people throughout their lives and a
duty of the State. It is a priority area who guarantees equality and
inclusion, everything essential for good living, families an society that
must participate in the educational process. (Constitution of Ecuador,
2008, p. 16)
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS.
METHODOLOGICAL DESIGN
As can be seen the analysis of the methodological stages applied
in reading skill can be a little difficult due to the dramatical changes that
43
suffer these variables. Under those circumstances, is really important to
analyze the methods that must be used in them.
First of all, it is necessary to analyze the definition of methodology.
According to Business University, (2017) “ a system of broad principles or
rules from which specific methods or procedures may be derived to
interpret or solve different problems within the scope of a particular
discipline” (p.1).
Similar, when it is necessary to carry out an investigation and it is
asked to first identify what the problems are and the causes or
consequences that lead to all of this., For this reason the project will be
applied in “Aguirre Abad” High School in the Third Baccalaureate section
“A” . In this case, the most convenient is to work with a mixed
methodology, it means to apply a quantitative and qualitative
methodology.
This project has be done with the help of two methodologies: the
quantitative and qualitatibe method. Labaree, (2017) suggests
“Quantitative research focuses on numeric and unchanging data and
detailed” (p.1). This thesis is supported by this methodology, due to the
different instruments that must be performed which provide an important
data when statistical tables are made.
Furthermore, the researcher can not forget to look for the opinions
of the people who surround the problem, that will give the reasons of why
it appears and the consequences in the environment. This is the
qualitative method, which analyzes the environment and takes out the
behaviour (Anonymous, 2017, p.1).
TYPES OF RESEARCH
To solve each of the questions raised in this project, it is good to
begin by analyzing the types of research that offer a viable help for the
44
decomposition of it. From the exploration to the proposal techniques, it is
convenient to identify each stage of the project with each one of them.
Below are the three techniques most in line with the present
research project:
• Descriptive
This project is descriptive because it analyzes each one of the
variables and decomposes them into parts and thus identify the problem. It
begins with the observation that is made by the researcher and proceed
with the different methods that help to provide a better result of how it
affects the problem.
• Explanatory
In reference to this type of research, it explores from a different
point of view the causes that influenced to generate this problem in
teaching learning of the reading ability. In order to obtain this, the
researcher focuses on the dependent and independent variable and
proceeds to carry out an analysis of the observations, interview and
previous survey to conclude with the result of why this problem was
originated giving to the project a whole list of causes.
• Purposeful
Equally important is this technique, a solution path is proposed to
the problem already identified. The proposal of this project is nothing more
than the way to make the reading ability easy by activities developed by
the methodological stages ( pre-while-post) that make the children work in
a more noticeable way each reading that have the book.
45
POPULATION AND SAMPLING
According to the previous research, it is important to consider some
population to resolve this problem. Hanlon & Larget, (2011) states that “ a
population is all the individuals or units of interest; typically there is not
available data for almost all individuals in a population” (p.2).
Under those circumstances. It is important to select an amount of
population of the Aguirre Abad “High School”, for this reason the students
of the Third Baccalaureate, section "A" and the English Teacher of this
classroom were chosen, they represent the main population of this
research project.
It is normal to make a sampling of the population that is taken for a
research project. A sampling “Is a subset of the individuals in a population;
there is typically data available for individuals in sample”(Hanlon & Larget,
2011 p.2). However due to the number of the population is low than usual,
a sampling of the current number can not be done.
The following graphic shows the amount of population and the
methodology performed for each one:
Type of methodology Amount of
population
Population
Surveys 40 Students.
Interview 1 English Teacher.
Total of population 41
Chart 3 Population in Aguirre Abad High School
Source: Aguirre Abad “High School”/ 2017
Researcher: Mildred Narea
46
OPERACIONALIZATION OF THE VARIABLES
Variable Dimensions Indicators
• Independent
variable
(Methodological
stages)
1. Classifications • Pre-reading
• While-reading
• Post-reading
2. Steps in reading
methodology
• Purpose
• Estimate time
• Read critically
• Assess and re-read
• Synthesize information
3. Type of technique
• implicit
• explicit
• Dependent
variable
(Reading skill)
4. Strategies
• Skimming
• Scanning
• paraphrasing
5. Types of reading • Intensive reading
• Extensive reading
6. Active reading
• Underlining,highlighting
• Note key words
• Questions
• Summaries
Chart 4 Operationalization of variables
Researcher: Mildred Narea/ 2017
47
METHODS OF THE RESEARCH
The methodology helps to focus the project on several aspects that
reinforce the research, depending on each method, the problem can be
analyzed and thus identify why it was oiriginated, with this in mind it is
essential to use the following methodologies:
THEORETICAL:
• Inductive
In the first place, inductive reasonings works in a specific way, that
starts with an observation and passes through a process of different
hypothesis and ends with a theory. According to Neuman, (2003) indicates
that inductive direction is “an approach to developing or confirming a
theory that begins with concrete empirical evidence and works toward
more abstract concepts and theoretical relationships” (p.70). As can be
seen in the previous chart, where it shows step by step the correct
direction of this reasoning.
This methodology helps to identify the problem by applying an
observation in a reading class in Aguirre Abad “High School”, after that is
easy to establish a hypothesis of why the problem was originated and then
after ir to launch a theory or conclusion.
Graphic 5 Inductive method
Source: Trochim / Deduction & Induction / 2006
48
• Deductive
The following graphic explains how the deductive reasoning works
beginning with a theory and ending with a confirmation of that theory. In
fact, there is a concept who supports this idea.
Deductive reasoning works from more the general to be more specific.
Sometimes this is informally called a “top-down” approach. We
might begin with thinking up a theory about our topic of interest.
We then narrow that down into more specific hypotheses that we
can test. We narrow down even further when we collect
observations to adress the hypotheses (Trochim, 2006 p.1).
At the moment to apply this in the project, is easy to establish a
theory where all the students have problems with the reading ability, then
the researcher reaches to the observation part, where the main reason is
disovered and by the end the hypothesis can be confirmed in a positive or
negative way.
• Analysis
It is necessary to analyze each one of the methods and evidences
that the researcher has , to be able to identify in a correct way the causes
of why this research is done.
Graphic 6 Deduction method
Source: Trochim / Deduction &Induction / 2006
49
Business Dictionary, (2017) refers that it is a “systematic
examination and evaluation of data or information, by breaking it into its
component parts to uncover their interrelationships” (p.1). For this reason,
every technique such as interview, surveys and observation done with the
students and the teacher of the Aguirre Abad “High School” should be
analyzed in different parts and in that way the results can be positive and
bring important facts of the problem.
• Synthesis
When you have an idea of why the problem was originated, what
were its causes and the opinions of the group of people involved, it is
necessary to make a synthesis of the results obtained. In addition,
University of Manitoba, (2017) stated that “ synthesis means to combine a
number of different pieces into a whole. Synthesis is about concisely
summarizing and linking different sources in order to review the literature
on a topic, make recommendations, and connect your practice with your
research”(p.1).
Applying a synthesis of the investigated, reflects how each
technique can be correlated with the other to conclude in a hypothesis that
can produce many results (positive or negative) and it is possible to give
recommendations on what is intended.
EMPIRICAL:
• Observation
This is one of the techniques that help to approach the population
directly and to perform an analysis of the variables in the environment that
are developed.
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According to CDC, (2008) “ observation is a way of gathering data
by watching behavior, events or nothing physical characteristics” (p.1).
This observation was applied in the English class when the teacher
developed the reading ability, it was verified how the students interacted
with each of the activities, (pre-while-post) methodological stages. By
means of this method, it was verified if the teacher explained with
examples each exercise, if there was interactivity with the technology and
if there were techniques that influenced the students to analyze what they
read.
STATISTICAL
• Chi square
This is a technique that helps to analyze in a mathematical way,
whether or not there is a relationship between the dependent and
independent variables, in this case between the reading ability and the
methodological stages.
In reference of Sharp, (2015) “ the chi square test is used to
determine whether there is a significant difference between the expected
frequencies and the observed frequencies in one or more categories”
(p.1). It is possible to perform the chi square with the use of the questions
of the surveys that were done to the students, one question must be
focused on the dependent variable and another question should be
focused on the independent variable, and in the last step is easy to prove
if the thesis has a correlation and a validity.
• Statistical analysis
In order to perform the chi square, there are different mathematical
processes that are carried out, which lead to reflect a result of validity
51
between variables. According to Skuza,(2013) “ statistics are the
mathematics of the collection, organization, and interpreation of numerical
data, especially the analysis of population characteristics by inference
from sampling” (p.5).
To sum up, when the expected value and the observation value are
obtained, it could be said that statistical data are being applied in the
analysis of this thesis.
• TECHNIQUES AND INSTRUMENTS
This research allows a huge diversity of analysis using some types
of techniques that level the function of each variable. Acording to
Macmillan Dictionary, (2017) technique is “a method of doing something
using a special skill that you have developed”. Furthermore, when each
one of the techniques that must be applied come with instruments that
provide a good source of valuable information.
The following techniques help to guide this project into a better
understanding of the problem:
• Technique – observation
It is one of the most important techniques which let the researcher
discovers some data based on feelings and emotions expressed in a real
world. Tanzania University, (2017) analyzes that “Is a method of collecting
research data, involves observing and systematically recording the results
of those observations” (p.1).
Considering this as a guide to develop an investigation, this
technique helps to surround the environment that must be studied and
determine the possible causes and consequences of the variables that are
taken into account.
52
For this technique, there is an instrument that fits the type of
research:
• Instrument – observation guide
This research needs an observation guide that can provide
evidence of a real class as a demonstration of what is done and the
troubles that can be found. Recent evidence of Winona State U, (2017)
shows that a good observation guide tries to resolve some of this
questions: “ What are the objectives of the lesson? ; What materials are
used to help accomplish these objectives? ; What teaching methods are
used (motivation, introduction, closure)? ; What were the atudents
reactions to the lesson? ” (p.2).
In this investigation, this instument will help to clear some points of
views in the process of teaching reading in the different methodological
stages. By choosing some questions, the researcher could be prepare to
check the metholodgy the teacher is using in clas.
• Technique- interview
This a technique that allows people to stablish a more personal
relation between two o more people. Farooq, (2013) lists two main
definition for this technique “ The investigator and the responder set
together and they exist a face to face conversation between the two for a
specific purpose” (p.1). This one is related to the project where is
important that the researcher stablishes a conversation with the teacher in
charge of the class. This process is very useful to acquire new data of the
point of view of the teacher.
• Techniques – survey
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One of the most valuable techniques is the survey. In reference of
this Statistics Canada, (2010) brings an important definition:
A survey is any activity that collects information in an organised and
methodical manner about characteristics of interest from some or all
units of a population using well-defined concepts, methods and
procedures, and compiles such information into a useful summary
form. (p.1)
The study of the survey is really important at the moment to
performance a project, the results of this can guide into a different point of
view of a variable. This method will allow the project to define the
strengths of each variable and its weaknesses from the opinion of each
student and then is easy to correctly measure the results.
• Instrument – questionnaire
In the first place, When you perform a questionnaire, is important to
break down a topic in several questions that in the end, this will manage to
collect what the viewers think. Speaking about this Abawi, (2013)
mentioned that “ a questionnaire is a data collection instrument consistant
of a series of questions and other prompts for the purpose of gathering
information from respondents” (p.3).
In this case, the questionnaire will be used as an instrument to
apply the interview and the survey, All of this techniques are valuable for
gather important information. So, each one of the questions is going to be
applied with the teacher and students of the high school,
ANALYSIS AND INTERPRETATION OF RESULTS
• OBSERVATION GUIDE
54
Observation Guide of an English Class in Third baccalaureate of the High
School “Aguirre Abad”
The main objective of this observation guide, is to analyze a reading
session during an English class, to obtain a better knowledge of the
resources applied and the enhance the teacher could make in class, using
methodological stages in a booklet with activities in augmented reality.
STATEMENT YES NO
1) Teacher uses technological
resources to work with activities
in a reading session.
x
2) Teacher motivates students to
participate in the different tasks.
X
3) The instructions are clear and
the teacher gives examples of
each activity.
X
4) Students demonstrate an
increase in the reading section
by performing summaries or
other activity that develops this
skill.
x
5) Students recognize the function
of each word in the reading to
get a better comprehension of
the context.
X
Chart 5 Observation Guide
Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
ANALYSIS
55
This guide of observation in class helps to understand better what
are the procedures that the teacher does in class in addition to the
advantages and disadvantages that it possesses in a general way.
Through the questions developed in each of the five sections, it was
shown that although each student strives to make summaries of the
readings they do not have enough knowledge to deepen what they are
reading and make mistakes in the process. The activities carried out by
the teacher are well developed but there is not technology involved in the
methodological stages.
• INTERVIEW
Teacher: Miss Virginia Guerrero.
1) According to your experience as an English Teacher, which are
the activities that you applied in each one of the methodological
stages for a reading session?
Well, in my experience I use different methodologies for different
groups, it depends also of the reading in the book, There are some
activities for reviews or long stories and for each one I tried to remind
things that they maybe know, which is the background and then I
introduce the new reading.
2) Based on the readings you have in class. Do you consider the
level of the material is appropriated for the level of English your
students should have?
Well, in this book I think is not the same level the students have
according to the english in their books, They do not know the
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Vocabulary, the books are advanced, just a few students have a good
level or they have a prior help, for that reason not all of them can work with
that. So I talk and translate most of the times so they can cath the stories
and be interested in that.
3) Do you believe the students have a good development in the
reading skill?
I think in the steo by step, in the daily class I try to develop a good
skill for them, they do a reading with me so they are connected with the
story.
4) Do you consider your students can analyze and create a
summary about a reading they have worked?
Yes, I think they can do it but I have to make a lot of practice of this,
Right now, I am doing with First and Second a summary of a reading, so
they try to catch of each paragraph the main idea, the main points or
itmes. I believe they can do it but I have to give a lot of time for that task.
5) What do you think about a booklet for the students with
explanations of grammar rules and examples of each one of the
methodological stages for reading skill?
I try to introduce a booklet in all my courses, is very useful and my
students can worj with it, So I believe it is a good resource for any teacher
specially when you need to reinforce the reading parts such as: main idea,
characters and to understand all the information it has.
6) Which could be the benefits of a booklet with activities and
examples done with augmented reality in the process of increasing
the level of reading skill?
57
It could be a great idea for a reading class, sometimes my students
got bored of the same activities, so this can be very interesting to work
with. This is an important skill that a teacher should deepen day by day,
Multimedia resources, the use of augmented reality could catch their
attention and make them feel comfortable.
ANALYSIS
The interview applied to Miss Virginia Guerrero in charge of the
Third Baccalaureate, demonstrates the effort to reinforce reading among
young people. Through the questions, it was discovered that, although
young people do not have enough knowledge of the correct process of
how to summarize or analyze a reading to get a main idea, they make their
effort to achieve it.
Although the technology is not one of the main points of work of the
teacher, she agrees that the use of augmented reality and moreover all
the technology itself, would be a great advantage to encourage the
reading ability since it would capture the attention of the students.
58
• SURVEY
Survey developed for students of Third baccalaureate
The main objective of this survey, is to find out how the reading skill will be
improved using good techniques in each methodological stage applied in a
booklet with activities using augmented reality.
Gender: M F
STATEMENT Totally
disagree
Disagree Indifferent Agree Totally
Agree
1) The activities in the pre- during and post Reading
are focused on your level of knowledge.
2) You consider the teacher applies a diversity of
strategies such as: mind maps, storyboards,
diagrams and story analysis during the reading
session.
3) You contemplate the time of each activity enough
for a better understanding of the context.
4) The activities your teacher uses, can help you to
be able to deepen the topic by making
summaries, recognizing grammatical uses and
word meanings.
5) While you develop a reading comprehension
activity you can identify the main idea and the
supporting details in a correct way.
6) You apply reading techniques such as skimming
or scanning to find some information in a text.
7) You consider the Reading skill is well- developed
in activities during the class.
8) You believe the content of the proposed reading
in the Third Baccalaureate has a higher level than
of the previous years.
9) You assume the use of technology such as
augmented reality and multimedia resources will
help to improve the reading activities in class.
10) The use of a booklet with techniques of reading,
parts of lexicon, grammar and examples will
enhance the analysis of a reading.
Chart 6 Survey to students
Source: Aguirre Abad “ High School” / 2017
59
ANALYSIS OF THE SURVEY
1- The activities in the pre- during and post Reading are focused
on
your
leve
l of
kno
wle
dge.
Ana
Categories Frequency Percentages
Totally disagree 0 0,00%
Disagree 3 7,50%
Indifferent 5 12,50%
Agree 17 42,50%
Totally agree 15 37,50%
Total 40 100,00% Chart 7 Activities during methodological stages
Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Totally disagree0%
Disagree7%Indifferent
12%
Agree43%
Totally agree38%
1) THE ACTIVITIES IN THE PRE- DURING AND POST READING ARE FOCUSED ON YOUR LEVEL OF
KNOWLEDGE.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 7 Activities during methodological stages
60
lysis
From the data obtained of the previous graphic and table, it was
shown that a 43% of the students agreed that the content of the activities
done are applied in the level of their knowledge while a reasonable 12%
are indifferent cause they do not noticed the changes of the content
through the years of study but a 7% show a disagreement with this
statement cause they consider the activities should be more harder for
their level of study. This shows that although not everyone agrees, there is
a majority that approves the level of activities developed in class.
2- You consider the teacher applies a diversity of strategies such
as: mind maps, storyboards, diagrams and story analysis
during the reading session.
Categories Frequency Percentages
Totally disagree 10 25,00%
Disagree 20 50,00%
Indifferent 5 12,50%
Agree 5 12,50%
Totally agree 0 0,00%
Total 40 100,00%
Chart 8 Strategies in class Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Ana
lysi
Totally disagree25%
Disagree50%
Indifferent12%
Agree13%
Totally agree0%
2) You consider the teacher applies a diversity of strategies such as: mind maps, storyboards, diagrams and story analysis during the reading
session.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 8 Strategies in class
61
s
The most important findings in the previous graphic and table are
the difference between the totally agree and the totally disagree result,
where the first one carries a prcentage of 0% while the second one has a
precentage of 25%, but the biggest one is the Disagree with a 50%, giving
us a high result of students who consider the teacher does not applies
innovative resources such as storyboards or analysis in the reading
session.
3- You contemplate the time of each activity enough for a better
u
n
d
e
r
s
t
a
nding of the context.
Frequency Percentages
Totally disagree 0 0,00%
Disagree 4 10,00%
Indifferent 2 5,00%
Agree 4 10,00%
Totally agree 30 75,00%
Total 40 100,00%
Chart 9 Time for activities Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Totally disagree0%
Disagree10%
Indifferent5%
Agree10%
Totally agree75%
3- You contemplate the time of each activity enough for a better understanding of the
context.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 9 Time for activities
62
Analysis
It is obvious from the graphic and the table that students think the
time for each activity is enough to develop the reading, with a 75% .in
totally agree while there is a tie between disagree and agree with a 10%
who consider this time could be improved. The students consider that the
time dedicated to each activity is necessary to work in class.
4- The activities your teacher uses, can help you to be able to
deepen the topic by making summaries, recognizing
gr
a
m
m
ati
cal
us
es and word meanings.
Summaries, grammatical uses and meanings Source: Aguirre Abad “ High School” / 2017
Researcher; Mildred Narea
A
n
a
l
y
s
i
s
Frequency Percentages
Totally disagree 20 50,00%
Disagree 10 25,00%
Indifferent 8 20,00%
Agree 2 5,00%
Totally agree 0 0,00%
Total 40 100,00%
Totally disagree50%
Disagree25%
Indifferent20%
Agree5%
Totally agree0%
4- The activities your teacher uses, can help you to be able to deepen the topic by making
summaries, recognizing grammatical uses and word meanings.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 10 Summaries, grammatical uses and meanings
63
From the data obtained of the previous graphic and table, it was shown
that a 20% of the population are totally disagree with the statement, while
a 2% are totally agree. This result shows how the activities have an effect
in the reading section and giving a bad signal of how the student sees the
learning of the school. The teenager considers the teacher can reinforce
this aspect more.
5- While you develop a reading comprehension activity you can
identify the main idea and the supporting details in a correct
way.
Frequency Percentages
Totally disagree 29 72,50%
Disagree 4 10,00%
Indifferent 0 0,00%
Agree 2 5,00%
Totally agree 5 12,50%
Total 40 100,00%
Chart 10 Main idea and supportings details Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Analysis
Totally disagree72%
Disagree10%
Indifferent0%
Agree5%
Totally agree13%
5- While you develop a reading comprehension activity you can identify the
main idea and the supporting details in a correct way.
Totally disagree Disagree Indifferent Agree Totally agreeGraphic 11 Main idea and supporting details
64
From the data obtained of the previous graphic and table, it was
shown that a 29% are totally disagree to the statement of identify main
idea in a correct way, that proves a high level of students with problems in
the reading section in difference of a 5% of students who consider their
analysis are correct.
6- You apply reading techniques such as skimming or scanning
to find some information in a text.
Frequency Percentages
Totally disagree 9 22,50%
Disagree 20 50,00%
Indifferent 3 7,50%
Agree 3 7,50%
Totally agree 5 12,50%
Total 40 100,00%
Chart 11 Skimming or scanning Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Anal
ysis
The
previ
ous
graphic and table
show how the students consider they do not make a skimming or scanning
Totally disagree22%
Disagree50%
Indifferent7%
Agree8%
Totally agree13%
6- You apply reading techniques such as skimming or scanning to find some
information in a text.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 12 Skimming or scanning
65
while they are reading with a 20% in disagreement while the totally agree
has a 5%. This result shows the difference of a real analysis of a text,
while some of them just read as usual, others do not even know the
different techniques that maybe they are doing, showing a lack of
information.
7- You consider the Reading skill is well- developed in activities
during the class.
Frequency Percentages
Totally disagree 6 15,00%
Disagree 3 7,50%
Indifferent 3 7,50%
Agree 10 25,00%
Totally agree 18 45,00%
Total 40 100,00%
Chart 12 Reading skill is well-developed Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
An
aly
sis
Fro
m
the data obtained the students show they are totally agree with this
statement, in fact they consider the reading skill is well developed in class
with all the activities with a normal percentage of 15% of total
Totally disagree15%
Disagree7%
Indifferent8%
Agree25%
Totally agree45%
7- You consider the Reading skill is well-developed in activities during the class.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 13 Reading skill is well-developed
66
disagreement. This is a real percentage that causes a little bit of surprise
cause they differ in the questions above, the only explanation is that for
teenagers the way of learning this kind of reading is normal but they do not
seem fine with the same activities.
8- You believe the content of the proposed reading in the Third
Baccalaureate has a higher level than of the previous years.
Frequency Percentages
Totally disagree 0 0,00%
Disagree 2 5,00%
Indifferent 6 15,00%
Agree 17 42,50%
Totally agree 15 37,50%
Total 40 100,00%
Chart 13 Content of the reading Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
An
aly
sis
The results show different types of answers, with a 42,50% of
agreement and a 0% of disagreement, it proves that the reading is good
Totally disagree Disagree
Indifferent
Agree
Totally agree
8- You believe the content of the proposed reading in the Third
Baccalaureate has a higher level than of the previous years.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 14 Content of the reading
67
enough for working in class with them, with this result is obvious that
students consider the reading text books are not the trouble in the class.
9- You assume the use of technology such as augmented reality
and multimedia resources will help to improve the reading
activities in class.
Frequency Percentages
Totally disagree 0 0,00%
Disagree 0 0,00%
Indifferent 0 0,00%
Agree 3 7,50%
Totally agree 37 92,50%
Total 40 100,00%
Chart 14 Technology will help reading Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Analyss
From the data obtained of the previous graphic and table, it was
shown that a 92,50% is totally agree to use technology in order to improve
Totally disagree0%
Disagree0%
Indifferent0%
Agree7%
Totally agree93%
9- You assume the use of technology such as augmented reality and
multimedia resources will help to improve the reading activities in class.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 15Technology in reading
68
the reading section with a similar positive number of 7,50% of agreement.
This result is really important cause, this proves that even that the text
books are good enough for them, the activities need a refreshment, it
means to change some activities in a modern education area.
10- The use of a booklet with techniques of reading, parts of
lexicon, grammar and examples will enhance the analysis of a
reading.
Frequency Percentages
Totally disagree 0 0,00%
Disagree 0 0,00%
Indifferent 2 5,00%
Agree 8 20,00%
Totally agree 30 75,00%
Total 40 100,00%
Chart 15 Booklet with techniques Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Analysis
The last question proves the student are totally agree to use a
booklet with information that helps to enhance the analysis of a reading,
this positive result is similar with the 20% of agreement. A booklet with
Totally disagree0%
Disagree0%
Indifferent5%
Agree20%
Totally agree75%
10- The use of a booklet with techniques of reading, parts of lexicon, grammar and examples will enhance the analysis of a
reading.
Totally disagree Disagree Indifferent Agree Totally agree
Graphic 16 Booklet with techniques
69
exercises and clues for getting a better information and understanding of a
reading is important because students will get a better comprehension of
the real context of what they are reading.
CHI SQUARE- STADISTICAL ANALYSIS
The questions number two and five have been chosen to calculate the
Chi- square.
QUESTION NUMBER 2
2) You consider the teacher applies a diversity of strategies such
as: mind maps, storyboards, diagrams and story analysis
d
u
r
i
n
g
t
h
e
reading session.
QUESTION NUMBER 5
5) While you develop a reading comprehension activity you can
identify the main idea and the supporting details in a correct
way.
Categories Frequency Percentages
Totally disagree 10 25,00%
Disagree 20 50,00%
Indifferent 5 12,50%
Agree 5 12,50%
Totally agree 0 0,00%
Total 40 100,00%
Chart 16 Question 2 for chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
70
Frequency Percentages
Totally disagree 29 72,50%
Disagree 4 10,00%
Indifferent 0 0,00%
Agree 2 5,00%
Totally agree 5 12,50%
Total 40 100,00%
Chart 17 Question 5 for chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
The relationship between the two variables were evidenced in the
following chart where the frequency of question 2 and question 5 are
written in order to calculate the total result of both charts. The total amount
is 80..
At the moment to choose the value of the first column that is
number (39), it should be multiplied by the total of the first row (40), then
this result is divided for (80) the total amount of both charts.
OBSERVED Total
2 10 20 5 5 0 40
5 29 4 0 2 5 40
Total 39 24 5 7 5 80
Chart 18 Table of values observed Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
71
Example:
39 X 40 / 80 = 20
Chart 19 Mathematical procedure for chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Now is time to get the results of the freedom grades and the alfa (p).
Freedom grades: V= (number of lines-
1) x (number of rows-1)
alfa(p) = 0,05
Once obtain the results for each chart (2;5) is time to make the
following calculation, the procedure and the results were:
The final step is to complete the calculation using the following
information of the graphic and the next is the process with the real data,
with this is easy to get the chi square result, :
CHART 2 CHART 5
10= (39X40) /80= 20 29= (39X45) /90= 20
20= (24X40) /80= 12 4= (24X45) /80= 12
5= (5X40) /80= 2,5 0= (5X45) /80= 2,5
5= (7x40) /80=3,5 2= (7x45) /80=3,5
0= (5X40) /80=2,5 5= (5X45) /80=2,5
Chart 20 Results for each value of chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
V= (2-1) x (5-1)
V= (1) x (4)
V= 4
Graphic 17 Mathematical formula for chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
72
CHI
SQUARE
Chart 21 Chi square data calculation Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
Chi- data calculation Total
(10-20)2
/ 20 = 5
(20-12)2 / 12 = 5,33
(5-2,5)2
/ 2,5 = 2,5
(5-3,5)2
/ 3,5 = 0,64
(0-2,5)2
/ 2,5 = 2,5
(29-20)2
/ 20 = 4,05
(4-12)2
/ 12 = 5,33
(0-2,5)2 / 2,5 = 2,5
(2-3,5)2
/ 3.5= 0,64
(5-2,5)2
/ 2,5 = 2,5
Result 30,99
73
The chart below shows the numerical values of the Chi square, with
the alfa result, the freedom grades and the chi square data, is easy to find
if it was accepted or rejected.
alfa(p) = 0,05
V= 4
Chi square result: 30,99
The interpretation of the chi square is to select the (9,48) and
compare with the result obtained previously that is higher (30,99).
30.99>9.48
This means that the null hypothesis is rejected and the value is
accepted.
ANALYSIS OF THE INSTRUMENTS APPLIED
Chart 22 Values of chi square Source: Aguirre Abad “ High School” / 2017
Researcher: Mildred Narea
74
The different instruments applied to the performance of this project
were of vital importance to analyze the current situation of the reading
ability in the students of High School “Aguirre Abad”.
Instruments such as surveys and questionnaires served to identify
how summaries are developed and how frequently the teacher performs
activities that are focused beyond the traditional stages of reading stages
and the use of technology with the students when they work with a text.
CONCLUSIONS
After the investigation, application of techniques and analysis of the
results, some conclusions about the methodological stages and reading
ability are listed below:
• The students do not have enough interest to develop reading ability
in all its parts, this means to understand a text and to analyze it
correctly as a result they are indifferent to the exercises proposed
by the teacher.
• The teacher does not perform activities that motivate the students
to continue enhancing this ability because there are not enough
resources to work in class and is difficult to attract the interest of the
teenagers. Specially when there is low level of technology to apply
exercises in the methodological stages.
75
• There is a growing number of students who consider that there is
not complete development of some readings and the proposed
activities are more traditional so they do not see changes in class.
• The students are willing to work with a book with technological
activities that reinforce the reading ability so they can understand
what they are working on and what they should analyze.
RECOMMENDATIONS
Once the conclusions are made, it is necessary to add
recommendations to improve reading ability in students by proposing
better activities in class:
• Teachers must carry out new activities in class that complement
each stage of reading, with a previous explanation of what they are
going to work.
• Teachers should perform exercises that are in accordance with the
level of the students, because they are students of the last year, it is
advisable to work with level B1.
76
• It is recommended to first analyze the failures of each student in
reading and thus propose exercises that will help improve these
shortcomings.
• Perform at least once a week an analysis of a page and a half of a
reading and thus this could help to correct the syntax, the main
idea, secondary idea and the conclusions.
CHAPTER IV
THE PROPOSAL
TITLE
Design of a booklet with interactive activities in augmented reality focused
on methodological stages.
JUSTIFICATION
Technology opens new opportunities to education and is a great
opportunity to want to apply it with young people who use it every day. An
interactive book that not only contains readings but every methodological
77
process is applied to exercises that students can understand and can
apply in activities.
In reference of the results obtained in the methodology, previously
applied in the “Aguirre Abad” High School, there are several troubles in the
methodological stages used in the reading skill in the 3rd baccalaureate
section “A”.
Methodology such as class observation and surveys to students,
help to recognize the low level of activities applied in the students that
should be consider before, while and after the reading section, it
generates the decrease in the level of reading analyzed in every teenager.
To resolve the problems, found in the “Aguirre Abad” High School, the
education systems should apply a booklet where students can practice
new readings related to the academicals syllabus at home.
OBJECTIVES
• GENERAL OBJECTIVE
To enhance the reading skill with the use of a booklet with
interactive activities based on augmented reality applied in the
process of methodological stages.
• SPECIFIC OBJECTIVES
78
• To emphasize the importance of implementing the
methodological stages in the reading process accurately.
• To level the improvement of reading skill using a booklet with
augmented reality, through the results of a test applied to the
students of Third Baccalaureate.
• To design a booklet with interactive activities based on
augmented reality focused on the third unit of the syllabus of
Third Baccalaureate of “Aguirre Abad” High School
THEORETICAL ASPECTS
To develop the research project correctly, it is necessary to propose
some theoretical aspects that would contribute to a better elaboration of
the proposal. Below are some of them:
• TECHNOLOGICAL ASPECT
In reference of the technological aspect, is neccesary the student
must interact with the new technologies in their school environment. The
new teaching methods consist of multimedia resources that must be
implemented in classroom, so the teenager feels more interested in
learning and captures the information in a easy way.
79
According to Mackay, (2017) augmented reality refers to “rather
than immersing people in an artificially- created virtual world, the goal is to
augment objects in the physical world by enhancing them with a wealth of
digital information and communication capabilities” (p.1). In this case, the
students must work with augmented reality as the main technology as it
has proven to give great advances in education worldwide and would bring
many benefits to the improvement of reading ability.
The prior chart explains the difference subjects, areas and target in
the education system in which the augmented reality is applied. Most of
Chart 23 Targets and subject of augmented reality books Source: Cheolil Lim / Exploring the Educational Use of an Augmented Reality
Books/2017
80
them include reading activities in which they want to increase the
understanding and the ability of immersion in the text. One example of this
is “ The house that Jack built” is an interactive reading-illustrative book for
children who allows and interaction with stories or tales and pictures of
different scenes and make the kids understand in an easy way the context
of the reading. (Grasset, Dunser, & Billinghurst, 2008 p.1).
81
Graphic 18 The House that Jack built
Source: Grasset, Dunser, & Billinghurst/ Edutainment with a Mixed Reality
Book: A visually augmented illustrative childrens’ book/ 2008
82
• PEDAGOGICAL ASPECT
It is focused on the constructivist method where the young person
should gradually develop each of the activities and thus be able to achieve
the desired goal or in this case to understand the reading well through the
correct progress in the methodological exercises.
In reference of this theory, Kangdon Lee, (2008) emphasizes and
important relation between augmented reality with constructivism method
“AR may appeal to constructivist notions of education where students take
control of their own learning and could provide opportunities for more
authentic learning and training styles” (p.409). It requires the student to
commit and perform a self learning where little by little will be learning
techniques and thus improve reading ability.
• PHILOSOPHICAL ASPECT
It is philosophical because it helps the student to analyze readings
focused on activities that require more effort, therefore it is a higher degree
of analysis and understanding for them.
It is an area of understanding, analyzing and locating in their own words
what they extract from the content they have read.
FEASIBILITY
The viability of a project is a series of aspects that will help to
analyze if this proposal will bring some benefit and contribution to the
community. Here are some more important features:
83
• FINANCIAL
In the financial aspect the stages of development, implementation
of beta product and final execution does not entail any cost for the student,
all the expenses or inputs that were required, was financed from the
beginning by the author. Time costs, brochure design programs such as
Adobe Illustrator, Adobe Photoshop, Cinema 4D, to perform book layouts
such as Adobe InDesign and to run augmented reality such as Aurasma
were all provided by the author.
• HUMAN TALENT
This booklet is focused on students who have problems to develop
correctly their level of reading ability, the use of technologies is normal that
is why the author decided to implement augmented reality as a
complement that would help the young person to become interested for
reinforcing their knowledge.
This booklet is aimed at students but it was possible to do thanks to
the collaboration of the directors of the institution and the teacher of the
English area, who contributed with the syllabus to develop the content of
the subjects they are observing in class.
• TECHNICAL
In the technical part, there are not many doubts with this booklet,
due to the use of augmented reality in some activities, the student will
have a guide for the correct use of the technology, and nowadays it is
normal to see teenagers handle cell phones and computers faster than
five years ago.
84
Therefore, it is expected that the use of the brochure together with
the augmented reality does not lead to a series of difficulties.
• LEGAL
Art. 26: La educación es un derecho de las personas a lo largo de
su vida y un deber ineludible e inexcusable del Estado. Constituye
un área prioritaria de la política pública y de la inversión estatal,
garantía de la igualdad e inclusión social y condición indispensable
para el buen vivir. Las personas, las familias y la sociedad tienen el
derecho y la responsabilidad de participar en el proceso educativo.
(Constitution of Ecuador, 2008, p. 16)
It is political because it must ensure a good education that
guarantees the well-being and intellectual growth of the student, as
reflected in the constitution where it encourages free education supported
by excellence and the search for a wide diffusion of knowledge.
• POLITICAL
NATIONAL PLAN OF GOOD LIVING
Art. 4.4
I. Ensure in the educational programs the inclusion of content and didactic
and informative activities that motivate the interest in the sciences,
technologies and research, for the construction of a socialist society of
knowledge. (Good Living Plan, 2013, p. 170) Translated by Mildred Narea
Every educational program must use technology, according to the
national plan of good living, the use of didactic and technological
information would help students to become more interested in the content
of the subject. This article 44 supports the proposal of a brochure that
uses augmented reality to reinforce the methodological stages of learning.
85
DESCRIPTION
The proposal is going to be implemented through a booklet with
interactive activities using the augmented reality as a technology to
improve the teaching-learning in students of Third Baccalaureate in
Aguirre Abad “High School”. The name of the booklet is “Going around the
world”, it was selected because of the quantity of knowledge of several
countries the student needs to acquire.
Also, the booklet is going to have the name of the author who
develops the design and content, the name of the school where is going to
be implemented and the age that student should have. Then, the student
is going to find a section focused on the stages to develop a good reading
and the next page is about the steps for the use of augmented reality. The
next section is focused on the units considered in the academicals
syllabus of Aguirre Abad “High School”.
The first unit is Pre-reading activities, this section has four readings
with activities that help students to understand and practice more the first
methodological stage, all of the activities include hand writing and
augmented reality activities.
The second unit is While-reading activities; this section has 4
readings that develop the reading in a continue process, all of the activities
include hand-writing and augmented reality sections, the last unit Post-
reading activities, follows the same technique with the same amount of
readings.
At the end of the readings, the student is going to have the
vocabulary section to write any unknowledge word. Finally, the student
has the references as a key to find more information.
One of the main resources, is the use of a technological device, it
can be a cellphone or a tablet. The student could use a device that works
with Android 5.
86
CONCLUSIONS
One of the greatest challenges in education is to reinvent each day,
technology is part of the new century to which we are exposed. After the
investigations, the analysis of the data obtained in each method applied. It
was concluded that students deserve to learn in a more interactive way.
The reading ability itself requires a lot of attention and a great
dedication because it takes several years and a lot of effort to get ebtter in
this ability. But with the help of augmented reality, the student would not
only be learning about new content oor vocabulary but would be having
fun doing a reading process,
By using this technology, the teacher can improve in each of the
methodological stages, he can use the previous activities but new
activities would be implemented that reinforce what the students have
read.
87
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97
ANNEX
98
ANNEX I
Letter of approval of the tutor
99
Letter of approval of the Institution
100
ANNEX II
Urkund details of approvement
101
Urkund approval percentage
102
ANNEX III
TITLE: Academic Tutorials with MSc. Maria Jose Barragan.
Researcher: Mildred Narea Source: Universidad de Guayaquil.
Researcher: Mildred Narea Source: Universidad de Guayaquil.
103
TITLE: Interview with Miss. Virginia Guerrero.
Researcher:Mildred Narea Source: Colegio Fiscal Aguirre Abad
104
TITLE: Survey with the students
Researcher: Mildred Narea Source: Colegio Fiscal Aguirre Abad
Researcher: Mildred Narea Source: Colegio Fiscal Aguirre Abad
105
TITLE:Survey with the students. Part 2
Researcher:Mildred Narea Source: Colegio Fiscal Aguirre Abad
Researcher:Mildred Narea Source: Colegio Fiscal Aguirre Abad
106
ANNEX IV
Encuesta desarrollada para los estudiantes de Tercero de
Bachillerato del Colegio Fiscal “Aguirre Abad”
El principal objetivo de esta encuesta, es descubrir como la habilidad lectora podrá ser desarrollada usando buenas técnicas en cada etapa metodológica aplicada en un folleto con actividades usando realidad aumentada. Sexo: M F
Declaración Totalmente en
Desacuerdo
Desacuerdo Indiferente De acuerdo Totalmente de acuerdo
11) Las actividades antes, durante y
después de una lectura están
desarrolladas en su nivel de
conocimiento.
12) Usted considera que el docente aplica
diversidad de estrategias como: mapas
mentales, gráficos, diagramas y análisis
de historias durante la sesión de lectura.
13) Usted contempla que el tiempo dedicado
a cada actividad es suficiente para un
mejor entendimiento del contenido de la
lectura.
14) Las actividades que el profesor usa,
puede ayudarlo a profundizar el tema a
través de resúmenes, reconociendo usos
gramaticales y el significado de las
palabras.
15) Durante el desarrollo de una lectura,
usted puede identificar la idea principal y
los detalles que los acompañan.
16) Usted aplica técnicas lectoras como
escaneo para encontrar información en
el texto.
17) Usted considera que la habilidad lectora
está bien desarrollada en actividades
durante la clase.
18) Usted cree que el contenido de la lectura
propuesta para el Tercero de
Bachillerato tiene un nivel más alto que
en años anteriores.
19) Usted aume que el uso de la tecnologia
como la realidad aumentada y recursos
multimedia pueden ayudar a mejorar las
actividades en clase.
20) El uso de un folleto con técnicas de
lectura, partes del léxico y usos de la
gramática ayudarían a mejorar las
actividades en clase.
107
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOFY, LETTERS AND SCIENCES OF THE EDUCATION
BACHELOR’S DEGREE IN ENGLISH LANGUAGE
ENTREVISTA A LA DOCENTE VIRGINIA GUERRERO
1) De acuerdo a su experiencia como Docente de Ingles, ¿Cuáles son
las actividades que usted aplica en cada uno de las etapas
metodológicas para una sesión de lectura?
2) Basados en las lecturas que tiene en clase. ¿Usted considera que el
nivel del material es apropiado para el nivel de Inglés que sus
estudiantes deben tener?
3) ¿ Usted cree que los estudiantes tienen un buen desarrollo en la
habilidad lectora?
4) ¿Usted considera que los estudiantes pueden analizar y create
resumenes acerca de la lectura que ellos trabajen?
5) ¿Qué piensa acerca de un follero para los estudiantes con
explicaciones sobre reglas gramáticas y ejemplos de cada uno de
las etapas metodológicas para la habilidad lectora?
6) ¿ Cuáles podrían ser los beneficios de un folleto con actividades y
ejemplos hechos con realidad aumentada en el proceso de
incrementar el nivel de la habilidad lectora?
108
ANNEX V
PROPOSAL:
Graphic 19 Cover of the booklet Researcher; Mildred Narea
109
This is the cover of the book that indicates that it will work only with
readings. Next, the student can find more information about the author of
the book.
In this
section, the student will discover the name of the high school, the
language, the target that work with the booklet and the name of the author.
Graphic 20 Author and high school information Researcher: Mildred Narea
110
Graphic 21Objective and guide for a food reading
Researcher: Mildred Narea
In this section the student finds a guide to make a better reading
and also the main purpose of the booklet.
111
It is necessary that the student has a guide for the installation and
management of augmented reality in order to work correctly in the
brochure.
Graphic 22 Augmented reality guide Researcher: Mildred Narea
112
Graphic 23 Index of the booklet
Researcher: Mildred Narea
113
Graphic 24 Cover of the pre-reading section Researcher: Mildred Narea
The index is divided into sections: pre-reading, while reading and
post-reading. Each of them handles the same readings but with different
contents and exercises.
This section details the name of each reading that will be worked.
114
Graphic 25 Pre-Reading Economy of the USA Researcher: Mildred Narea
115
Graphic 26 Pre-reading China and Business Trades Researcher: Mildred Narea
Graphic 27 Pre-reading 3 Globalization
Researcher: Mildred Narea
116
Graphic 28 Pre-reading 4 Latin American Stories Researcher: Mildred Narea
117
118
Graphic 29 While-reading section Researcher: Mildred Narea
This is the section of while reading, where the student can work
with some activities.
119
Graphic 30 While reading 1 Economy of the USA Researcher: Mildred Narea
Graphic 31 While-reading 2 China and Business Trades Researcher: Mildred Narea
120
Graphic 32 while reading 3 Rsearcher: Mildred Narea
121
Graphic 33 while reading 4 Latin American stories Researcher: Mildred Narea
122
Graphic 34 Post reading section Researcher: Mildred Narea
This is the section where the student can work some activities while
reading the content.
123
Graphic 35 Post reading 1 Researcher: Mildred Narea
124
Graphic 36 Post reading 2 Researcher: Mildred Narea
125
Graphic 37 Post reading 3 Researcher: Mildred Narea
126
Graphic 38 Post reading 4 Researcher: Mildred Narea
127
Graphic 39 Back cover of the booklet Rsearcher: Mildred Narea
