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DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS CAREER THESIS DEFENSE WELCOME EVERYBODY

This thesis explores the application of convergent and divergent thinking techniques in the meaningful learning of English language by third-year Bachelor students at "Dr. Francisco Campos Coello" Public High School in Guayaquil during the first quimestre. The research aims to address the problem of limited opportunities for teachers to innovate their teaching methodologies and the lack of classroom research in English teaching methodology.

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DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS CAREER THESIS DEFENSE WELCOME EVERYBODY

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  1. DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS CAREER THESIS DEFENSE WELCOME EVERYBODY

  2. THESIS THEME THE CONVERGENT AND DIVERGENT THINKING IN THE MEANINGFUL LEARNING OF THE ENGLISH LANGUAGE FOR STUDENTS OF THE THIRD YEAR OF BACHELOR AT “DR. FRANCISCO CAMPOS COELLO” PUBLIC HIGH SCHOOL IN GUAYAQUIL DURING THE FIRST QUIMESTRE OF THIS SCHOOL YEAR

  3. PROBLEMATIZATION Dr. Francisco Campos Coello, high school

  4. PROBLEM IDENTIFICATION FEW OPPORTUNITIES FOR TEACHERS TO INNOVATE THEIR KNOWLEDGE ABOUT TEACHING METHODOLOGY LACK OF CLASSROOM RESEARCH IN THE FIELD OF ENGLISH TEACHING METHODOLOGY

  5. PROBLEM SETTING

  6. OPERATIONALIZATION OF VARIABLES

  7. Convergent and DivergentThinking

  8. CONVERGENT TECHNIQUES -Multiple Choice - True or False - Filling in the blanks - Matching - Listing - Identifying - Comparing and contrasting - Ranking

  9. DIVERGENT TECHNIQUES - Open ended questions - Brainstorming - Mind maps - Creating questions - Creating dialogs - Free writing

  10. MEANINGFUL LEARNING AND LEARNING STYLES

  11. MULTIPLE INTELLIGENCES

  12. METHODOLOGICAL DESIGN

  13. METHODOLOGICAL DESIGN ResearchType a fact gathering project to solve a specific problem Applied - 2 variables - control and experimental groups Quasi-experimental observation of all the population, or a representative subset, at one specific point in time. Transversal makes comparisons, the relationship between two or more variables. Correllational Descriptive analyzes, describes events In a natural setting, researcher went to the school to make observations -numerical data -formulas, statistical data Of Field Quantitative

  14. METHODOLOGICAL DESIGN

  15. METHODOLOGICAL DESIGN

  16. TESTING THE HYPOTHESISTEACHERS’ QUESTIONNAIRE

  17. TESTING THE HYPOTHESISTEACHERS’ QUESTIONNAIRE

  18. TESTING HYPOTHESISCLASSROOM OBSERVATIONS

  19. ANALYSIS OF STUDENTS’RESULTSMEAN

  20. ANALYSIS OF STUDENTS’ RESULTSVARIANCE

  21. ANALYSIS OF STUDENTS’ RESULTSSTANDARD DEVIATION

  22. TESTING HYPOTHESIS WORKING ( ACCEPTED) • The convergent and divergent thinking promote the meaningful learning in the classroom on the students of the third year of Bachelor at the “Dr. Francisco Campos Coello” public high school in Guayaquil during the first quimestreof this school year. • Null (REJECTED) • Alternative (REJECTED)

  23. CONCLUSIONS • Theworkinghypothesisisacceptedbecause: • Theresults can be compared and contrastedwhenanalyzingthestatisticalfactors in the pre- and post-tests in the experimental group • Theconvergent and divergentthinkingactivitiespromotedthemeaningfullearningand theyhelpedstudentsbecome more self-directedlearners • Theseactivitiesreallydevelopedthecreativity and analysis • Creativethinkingcontributeswiththecommunicationalskills • Teachersshouldapplymethods and techniquestocreate a goodenvironment in theclassroom

  24. RECOMMENDATIONS • To continue implementing activities of convergent and divergent thinking • Adopt the classroom research as an institutional policy • Provide teachers with training on the new methods and techniques • Incorporate classroom activities that awaken the students’ interest and desire to learn.

  25. PROPOSAL HOW TO PROMOTE THE EFFECTIVE LEARNING AT THE “DR. FRANCISCO CAMPOS COELLO” PUBLIC HIGH SCHOOL ON THE STUDENTS OF THE THIRD YEAR OF BACHELOR IN GUAYAQUIL DURING THE FIRST QUIMESTRE OF THIS SCHOOL YEAR

  26. PROPOSAL’S COMPONENTS

  27. Thereis no substituteforpersistence

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