The upsides to working with a lap book as a study aid

Ventajas de trabajar con un lapbook como apoyo de estudio

Autores/as

DOI:

https://doi.org/10.56712/latam.v5i6.2988

Palabras clave:

study aid, lapbook, learning style, creativity

Resumen

This research assesses the utility of lap books as a didactic aid in teaching crowded classrooms with specific reference to the participation level and academic achievement. The study was carried out over three terms of high school English classes in a school in Quito, Ecuador; the assessment of results was done both through oral lessons and by end-term written tests. Results also reveal that lap books foster better performance in tests in terms of an increased number of high scores and reduced lower scores in subsequent years. Combining constructivist learning and differentiation as a teaching approach, lap books enhance student participation as well as foster individual learning styles that make the content more easily understandable and retained. The change that was observed across terms indicates improved overall performance, and the existence of lap books facilitated equality in terms of high grades. Consequently, based on such findings made in this study, it is recommended that the development and use of lap books can be adopted as a more conceptually appealing approach for enhancing students’ learning in situations where a more direct form of one student/teacher ratio, interaction is due to large group sizes.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Jenny Marisol Encalada Neira, Unidad Educativa Municipal Eugenio Espejo

Citas

Ariza, J. Á., & Olatunde-Aiyedun, T. G. (2023). Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO. Sustainability, 15(13), 10275. https://doi.org/10.3390/su151310275 DOI: https://doi.org/10.3390/su151310275

Bano, F., Alomar, M. A., Alotaibi, F. M., Serbaya, S. H., Rizwan, A., & Hasan, F. (2024). Leveraging Virtual Reality in Engineering Education to Optimize Manufacturing Sustainability in Industry 4.0. Sustainability, 16(18), 7927. https://doi.org/10.3390/su16187927 DOI: https://doi.org/10.3390/su16187927

Luo, B. (2020). The influence of teaching learning techniques on students’ long-term learning behavior. Computer Assisted Language Learning, 33(4), 388-412. DOI: https://doi.org/10.1080/09588221.2019.1567557

Manokore, K., Sibanda, I., Shava, G., Mangena, A., Muzari, T., Sibanda, Z., & Mkwelie, N. (2023). Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe. British Journal of Multidisciplinary and Advanced Studies, 4(5), 1–20. https://doi.org/10.37745/bjmas.2022.0286 DOI: https://doi.org/10.37745/bjmas.2022.0286

Sakita, B. M., Berit Irene Helgheim, & Svein Bråthen. (2024). The Principal-Agent Theoretical Ramifications on Digital Transformation of Ports in Emerging Economies. Logistics, 8(2), 51–51. https://doi.org/10.3390/logistics8020051 DOI: https://doi.org/10.3390/logistics8020051

Sokolova, A. P., Liliya Yur'evna Gromova, Tekucheva, I. V., Ludmila Borisovna Kocherevskaya, & Dmitrieva, E. G. (2021). The Influence of BYOD Concept on Development of Learning Process in Universities. Propósitos Y Representaciones, 9(2), 60. https://dialnet.unirioja.es/descarga/articulo/8108834.pdf DOI: https://doi.org/10.20511/pyr2021.v9nSPE3.1271

Tinmaz, H., & Lee, J. H. (2019). A Perceptional Analysis of BYOD (Bring Your Own Device) for Educational or Workplace Implementations in a South Korean Case. Participatory Educational Research, 6(2), 51–64. https://doi.org/10.17275/per.19.12.6.2 DOI: https://doi.org/10.17275/per.19.12.6.2

Voice, A., & Stirton, A. (2020). Spaced Repetition: Towards More Effective Learning in STEM. New Directions in the Teaching of Physical Sciences, 15(1), n1. DOI: https://doi.org/10.29311/ndtps.v0i15.3376

Wei, L., Firetto, C. M., Duke, R. F., Greene, J. A., & Murphy, P. K. (2021). High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science. Education Sciences, 11(10), 616–616. https://doi.org/10.3390/educsci11100616 DOI: https://doi.org/10.3390/educsci11100616

Descargas

Publicado

2024-11-15

Cómo citar

Encalada Neira, J. M. (2024). The upsides to working with a lap book as a study aid: Ventajas de trabajar con un lapbook como apoyo de estudio. LATAM Revista Latinoamericana De Ciencias Sociales Y Humanidades, 5(6), 21 – 31. https://doi.org/10.56712/latam.v5i6.2988

Número

Sección

Ciencias de la Educación