Franz Tamayo - Revista de Educación

Gamification as a strategy for learning english grammar in children

Angela Girola Ercolino T. — 2025-05-15

This research aimed to design gamification activities to reinforce English grammar in children from 7 to 9 years old at the A1 level. The study was projective, cross-sectional, contemporary, and mixed, and quantitative analysis was used. The population consisted of 8 Ercotraining teachers. A questionnaire elaborated on the grammatical structures students needed to improve, learning strategies, and the most suitable ludic elements to include in gamification. The results indicated that students needed to improve verb tenses, pronouns, prepositions, conjunctions, adjectives, and question formation. Data were collected on game elements that could be integrated into gamified activities. The research concluded that gamification, incorporating reward systems, challenges, and collaboration, can be a valuable strategy for improving grammar learning in young learners, considering the students' specific learning objectives and needs.

Contextual Influence on Mathematical Interpretation: Perceptions of Use and Conception from Teachers and Students in Montería, Colombia

Fernando Villadiego Luna — 2025-05-15

The purpose of this study was to analyze how context influences the mathematical interpretation of secondary school students in Montería, Colombia. Interviews with teachers and administrators, as well as focus groups with students, were conducted within a multiple case study design and analyzed using ATLAS.ti software. Grounded theory was used to understand the influence of the environment on the development of this competency. The findings reveal a limited application of mathematics in real-world contexts, shaped by social and cultural factors, along with family and school resources. Although teachers organize their lessons in advance, students perceive a limited practical use of the content. It is concluded that interpretative skills are conditioned by social context, institutional policies, self-esteem, and academic performance, highlighting the need to integrate mathematics instruction with stronger connections to students’ environments and everyday realities.

Knowledge and perception of alcoholic beverage consumption among high school students in the municipality of Vinto: an analysis and strengthening strategies

Rosemary Poma Choquevillca — 2025-05-15

This study aimed to analyze and enhance knowledge and perception regarding alcohol consumption among secondary school students in the municipality of Vinto during the 2024 academic year. The research employed a qualitative approach with an experimental design, utilizing a psychoeducational intervention. The population consisted of 404 sixth-year secondary school students from public institutions. To assess knowledge about the effects of alcohol, the "Alcohol Knowledge Test for Adolescents (TAK)" was administered before and after the intervention. The intervention included two educational sessions, each lasting 45 minutes, focusing on the effects and risks of alcohol consumption. In the initial diagnostic phase, results indicated that 39% of students demonstrated a high level of knowledge about the effects of alcohol, 37% had a medium level, and 24% had a low level. After the intervention, 90% of the students achieved a high level of knowledge, representing a 51% increase, while the medium and low levels decreased to 8% and 2%, respectively. These findings highlight the effectiveness of the psychoeducational intervention in improving students’ knowledge about the risks associated with alcohol consumption, emphasizing the importance of preventive strategies in the school context.

Academic management for the strengthening of educational quality

Yarledy Rodríguez Cortez — 2025-05-15

This essay addresses a systematic analysis of bibliographic sources regarding the pertinent aspects and elements of how academic management can achieve an improvement in educational quality. Academic management involves the efficient administration of resources, processes, and the functioning of institutions, ranging from primary schools to higher education, which must account for the achievements and progress made toward their goals. It is understood that education faces multiple difficulties, as observed in some reports by the United Nations Educational, Scientific and Cultural Organization (UNESCO), ranging from the lack of implementation of policies in improvement processes consistent with the school reality, the organization of pedagogical praxis, and socioeconomic problems that have further complicated the educational landscape. To this end, a state-of-the-art review of relevant aspects of academic management and its impact on educational quality is presented.

Editorial

Rolando Barral Zegarra — 2025-05-15