Feedback and improvement on teaching-learning process for basic general education students

  • Karina Elizabeth Luque Alcívar Pontificia Universidad Católica del Ecuador, Sede Manabí, Campus Chone, Chone, Ecuador
  • Eugenia Narcisa Arroyo Carrera Pontificia Universidad Católica del Ecuador, Sede Manabí, Campus Chone, Chone, Ecuador
  • Monica Elizabeth Solórzano Zambrano Pontificia Universidad Católica del Ecuador, Sede Manabí, Campus Chone, Chone, Ecuador
  • Manuel Aurelio Zambrano Bravo Pontificia Universidad Católica del Ecuador, Sede Manabí, Campus Chone, Chone, Ecuador
Keywords: academic performance, pedagogical feedback, student, teaching performance mode, teaching processes – learning

Abstract

The process of pedagogical feedback is a factor that affects student training since it allows identifying their strengths and weaknesses with the sole objective of improving them and thus strengthening their academic performance. The general objective of the research is to determine the actions that teachers carry out to provide feedback and optimize the teaching-learning processes of the students of the Tenth year of Basic General Education, of the General Educational Unit "Eloy Alfaro" of Canton Chone. The research is exploratory since the study is based on the collection, analysis and interpretation of data in order to obtain a synthesis of the phenomenon related to the feedback process. The quantitative and descriptive method was applied to explore, observe, analyze, detail and verify the data obtained. The results achieved detail the level of knowledge that teachers have about the referred process and the strategies implemented, being able to verify whether they promote cognitive learning of the student; being the only way to create active, innovative, motivating and capable students to make their own decisions.

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Published
2020-02-08
How to Cite
Alcívar, K. E. L., Carrera, E. N. A., Zambrano, M. E. S., & Bravo, M. A. Z. (2020). Feedback and improvement on teaching-learning process for basic general education students. International Journal of Social Sciences, 3(1), 39-46. https://doi.org/10.31295/ijss.v3n1.123