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All Journal Acta Pedagogia Asiana
Martinez, Maria Eugenia
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The Importance of Social-Emotional Learning in Schools Martinez, Maria Eugenia; Gomez, Valeria
Acta Pedagogia Asiana Volume 3 - Issue 2 - 2024
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v3i2.468

Abstract

In recent years, the importance of addressing students' social and emotional development alongside their academic needs has gained increasing recognition. Traditional education systems have predominantly emphasized cognitive skills and academic achievement, often neglecting the emotional and social aspects of student growth. This oversight can lead to significant consequences, such as heightened rates of anxiety, depression, and behavioral issues among students. The lack of social-emotional learning (SEL) integration in school curricula results in many students being ill-prepared to manage their emotions, establish healthy relationships, and make responsible decisions. Modern life's pressures and complexities exacerbate this problem, demanding greater emotional resilience and interpersonal skills from young people. Integrating SEL into school curricula can substantially enhance students' overall well-being, academic performance, and future success. By equipping students with the tools to understand and manage their emotions, develop empathy, and build strong interpersonal relationships, SEL creates a more supportive and effective learning environment. This holistic educational approach addresses the immediate emotional and social needs of students and contributes to their long-term personal and professional development. The objective of this article is to explore the importance of SEL in schools and highlight its benefits for students, educators, and the broader educational community. SEL, as an educational framework, aims to develop students' emotional intelligence, social skills, and overall well-being. By integrating SEL into school curricula, we can foster a supportive and emotionally healthy learning environment that prepares students to navigate the complexities of life, ensuring they are well-equipped for future challenges and opportunities.
Active Learning Strategies: A Mini Review of Evidence-Based Approaches Martinez, Maria Eugenia; Gomez, Valeria
Acta Pedagogia Asiana Volume 4 - Issue 1 - 2025
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v4i1.555

Abstract

Active learning strategies such as think-pair-share (TPS), problem-based learning (PBL), flipped classrooms, and collaborative projects are essential for promoting student engagement, critical thinking, and academic success. This review brings together evidence from multiple disciplines to examine the effectiveness of these strategies and their impact on educational outcomes. PBL is particularly popular in fields such as engineering and medicine, where it enhances problem-solving, self-directed learning, and teamwork by exposing students to real-world, interdisciplinary challenges. Flipped classrooms, where content delivery occurs outside of the classroom, can enable more interactive, discussion-based learning in class, which can improve student performance and satisfaction, despite challenges associated with preparation and varying learning rates. Collaborative projects are often used in economics and social sciences to foster important skills such as teamwork, leadership, and communication through group interaction. The effectiveness of these strategies is further enhanced by structured instructional models such as the analysis, design, development, implementation, and evaluation (ADDIE) framework, ensuring alignment with educational goals. In addition, the incorporation of artificial intelligence into active learning is transforming educational practice by providing personalized learning experiences and immediate feedback, although it also raises ethical concerns about the balance between technology and human interaction. In summary, active learning strategies, if carefully implemented, can provide students with important skills for academic and career success while meeting the changing demands of modern education.
Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability Martinez, Maria Eugenia; Gomez, Valeria
Acta Pedagogia Asiana Volume 2 - Issue 1 - 2023
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.631 KB) | DOI: 10.53623/apga.v2i1.169

Abstract

A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive.
Co-Authors Gomez, Valeria