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RESEARCH THEME

RESEARCH THEME . IMPLEMENTATION OF DYNAMIC IN THECLASSROOM AND ITS INCIDENCE ON CHILDREN’S PERFORMANCE AND MOTIVATION OF FIFTH GRADEOF BASIC EDUCATION AT “ ANDRES SEVILLA LAUZO” SCHOOL IN GUAYAQUIL, DURING THE SCHOOL YEAR MAY-DECEMBER 2011 . By : Luis Fernando Morán Macías .

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RESEARCH THEME

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  1. RESEARCH THEME IMPLEMENTATION OF DYNAMIC IN THECLASSROOM AND ITS INCIDENCE ON CHILDREN’S PERFORMANCE AND MOTIVATION OF FIFTH GRADEOF BASIC EDUCATION AT “ ANDRES SEVILLA LAUZO” SCHOOL IN GUAYAQUIL, DURING THE SCHOOL YEAR MAY-DECEMBER 2011. By: Luis Fernando Morán Macías

  2. PROBLEM IDENTIFICATION CAUSES • Use of traditional methods • Lack of lesson planning • Incorrect use of the teaching program. • Lack of teaching materials • Lack of teachers’ innovational ideas

  3. PROBLEM IDENTIFICATION EFFECTS • BORED CHILDREN • UNMOTIVATED CHILDREN • LOW ATTITUDE TO ENGLISH • POOR PERFORMANCE IN CLASS • CHIDREN’S POOR ACHIVEMENT IN THE TESTS • LOSE OF THE CLASSROOM MANAGAMENT

  4. PROBLEM SETTING • MAIN PROBLEM In what ways does the lack of dynamic activities in class affects the teaching-learning process in the fifth grades? • SECONDARY PROBLEMS How does the lack of teacher’s previous lesson revision affect the child’s language skills development? How does the teacher’s lack of creativity affect the child’s motivation to learn English?

  5. OBJECTIVES General • Dynamic activities • Incidence in teaching-learning process Specific • Teachers’ lack of previous lesson revision. • Factors affecting the child’s motivation. • Factors affecting the child’s attitude. • Design theoretical frame to support this investigation. • Design a plan to incorporate dynamic activities. • Applied valid instruments of data collection

  6. JUSTIFICATION • Importance of incorporating dynamic activities. • Creation of learning material • Institutional goals attainment • Meet student learning needs • Researcher’s professional development • ESPE’s mission • Graduation requirements

  7. THE THEORETHICAL FRAME Conceptual • Defines terms, technical language, concepts, short theories to support the variables. Spatial • Defines the scope of knowledge for the investigations. Temporal • Defines the space time for framing the investigation (may- sep 2011).

  8. THE METHODOLOGICAL DESIGN RESEARCH TYPE AND DESIGN • Descriptive • Quasi-experimental • Quantitative and qualitative • Population and sample • Fielding Instruments for data collection • Classroom observation • Questionnaires • Tests Techniques for data processing and analysis • Edition • Codification • Tabulation • Classification

  9. HYPOTHESIS ANALYSIS AND VERIFICATION • Working Hypothesis The use of dynamic activities increases the learners’ motivation to perform better the class activities.

  10. PROPOSAL DEVELOPMENT ACTIVITIES APPLIED IN THE EXPERIMENT • Singing • Painting • Playing games • Filling gaps • Contest • Drawings

  11. SINGING ACTIVITY

  12. PAINTING ACTIVITY

  13. PLAYING GAMES ACTIVITY

  14. FILLING GAP ACTIVITY

  15. CONTEST ACTIVITY

  16. DRAWING ACTIVITY

  17. POST TEST RESULTS

  18. CONTROL GROUP

  19. EXPERIMENTAL GROUP

  20. EXPERIMENTAL GROUP

  21. EXPERIMENTAL GROUP

  22. CONCLUSIONS • Without the incorporation of well designed dynamic activities, classes will become a monotonous process and children won’t have the opportunity to develop their communicational skills and will suffer the consequences in the future. • Based from the results of the pre and post tests this thesis concludes that dynamic activities play an important role in the teaching learning process not only with children but also with young learners and adults, they promote the active participation of learners in the class and help in enhancing the performance an output level of achievement. • A creative teacher with innovative ideas can provide significant solutions to the lack of dynamic activities that this primary school is facing nowadays.

  23. RECOMMENDATIONS • This research study suggests that educational administrators in this primary school design a plan of training to help not only English teachers but teachers in other areas to develop their strategies in adopting, implementing or designing dynamic activities for children. • It is also very important that future investigations focus their attention to deep this theme in order to find and contribute with more alternatives of solutions to problems of lack teaching materials, lesson planning, unmotivated children, classroom management, classroom interaction etc. • As teachers we must look for strategies to influence directly our students’ motivation helping them change their reality seeing language learning in a different way by incorporating dynamic activities that really help children learn in an enjoyable way.

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