DEPARTAMENTO DE CIENCIAS HUMANAS YSOCIALES

CARRERA DE LINGÜÍSTICA APLICADA AL IDIOMAINGLÉS

PROJECT PRIOR TO OBTAINING APPLIED LINGUISTICS INENGLISH LANGUAGE BACHELOR’S DEGREE

DEPARTAMENTO DE CIENCIAS HUMANAS YSOCIALES

CARRERA DE LINGÜÍSTICA APLICADA AL IDIOMAINGLÉS

PROJECT PRIOR TO OBTAINING APPLIED LINGUISTICS INENGLISH LANGUAGE BACHELOR’S DEGREE

CARPIO CELI ROSENDA ALBACARPIO CELI ROSENDA ALBA

THEMETHE INCIDENCE OF USING PROBLEM-BASEDLEARNING (PBL) STRATEGY ON THE LEVELOF LISTENING SKILL DEVELOPMENT FORSTUDENTS ATTENDING THE THIRD YEAR OFBACHILLERATO AT UNIDAD EDUCATIVAJORGE RODRIGUEZ ROMAN LOCATED INCANTON OF ORELLANA DURING THE FIRSTQUIMESTER OF 2015 – 2016 SCHOOL YEAR.

THEMETHE INCIDENCE OF USING PROBLEM-BASEDLEARNING (PBL) STRATEGY ON THE LEVELOF LISTENING SKILL DEVELOPMENT FORSTUDENTS ATTENDING THE THIRD YEAR OFBACHILLERATO AT UNIDAD EDUCATIVAJORGE RODRIGUEZ ROMAN LOCATED INCANTON OF ORELLANA DURING THE FIRSTQUIMESTER OF 2015 – 2016 SCHOOL YEAR.

PART ONE

RESEARCH PROBLEM

PROBLEM IDENTIFICATIONLow performing inEnglish classroomLow performing inEnglish classroom

• LOW PERFORMING IN LISTENING SKILL

Missunderstanding ofEnglish wordsMissunderstanding ofEnglish words

Poor listeningunderstandingPoor listeningunderstanding

Poor understanding ofEnglish wordsPoor understanding ofEnglish words

A lot noise into theclassroomA lot noise into theclassroom Poor English teacher

pronuncicationPoor English teacher

pronuncication

PROBLEM SETTINGPROBLEM SETTING

PLACEPLACE

QUESTION

MATRIX VARIABLES

INDEPENDENT VARIABLE

PROBLEM BASED-LEARNING (PBL)

DEPENDENT VARIABLE

LISTENING SKILL

OBJECTIVESOBJECTIVES

SPECIFICGENERAL

JUSTIFICATION

To present real strategy

Listening skill Listening skill

Real problem

PART TWO

THEORETICAL FRAMEWORK

PROBLEM BASED LEARNING

FOCUSFOCUS

CHARACTERISTICS OF THE PBLCHARACTERISTICS OF THE PBL

Own learning

Ill-structured problem

Integrated disciplines

Reanalysis and self and peerassessment

Collaboration

Real world

Student examination

OB

JEC

TIV

ES

OF

PB

L

Motivation for learning

Develop the ability towork in groups

Structure knowledge

Develop effective clinical reasoningprocess.

Listening skill

Listening process

Unidad educativaJORGE RODRIGUEZ ROMAN

HYPOTHESIS SYSTEMHYPOTHESIS SYSTEM

PART Three

METHODOLOGICAL AND DESIGNMETHODOLOGICAL AND DESIGN

Research Type and design

• Sample

QUASI - EXPERIMENTAL

INSTRUMENTS FOR DATA COLLECTION

PROCESSING ANALYSIS

PART FOUR

GRAPHICAL EXPOSITION OF RESULTS

PBL

TIME 8 WEEKS3 HOURS PER WEEK

STUDENTS 19

TEST PRE AND POST TEST

COMPARATION BETWEEN TESTS

SCORES OF THE POST TEST

Experimental Group

Ord. Students Xi X Xi-X (Xi-X)2

1 AGUINDA MAMALLACTA JEFFERSON 6,67 7,02 -0,35 0,122 AGUINDA MAMALLACTA KEVIN GABRIEL 6,67 7,02 -0,35 0,123 ARMIJOS CARRION MIRIAN ALEXANDRA 8,33 7,02 1,31 1,724 BASTIDAS CHAUZ SANDRA LORENA 8,33 7,02 1,31 1,725 CAIZA CAISA ANGEL DARIO 6,67 7,02 -0,35 0,126 CAÑAR GABRIELA 6,67 7,02 -0,35 0,127 CASTILLO MANCHAY DANNY ALEXANDER 5,00 7,02 -2,02 4,088 CHIRIGUAYO COELLO ARIEL JHOEL 8,33 7,02 1,31 1,729 CHUQUI MIRIAM 8,33 7,02 1,31 1,72

10 DUARTE LLANEZ JEAN CARLOS 8,33 7,02 1,31 1,7211 GONZALEZ ACHAGUA DURLLEY KARINA 8,33 7,02 1,31 1,7212 GUERRERO TANGUILA KERLY RACHEL 5,00 7,02 -2,02 4,0813 IMBAQUINGO GREFA WILLIAM EUCLIDES 8,33 7,02 1,31 1,7214 IÑIGUEZ GUERRERO JENIFFER LILIANA 8,33 7,02 1,31 1,7215 JARAMILLO GARCIA BYRON HERNAN 5,00 7,02 -2,02 4,0816 MERCHAN SOLORZANO DANNY JHONJAIRO 3,33 7,02 -3,69 13,6217 MIRANDA PAZMIÑO EDER ELISEO 5,00 7,02 -2,02 4,0818 TORRES LENCHON JAKY SAORY 8,33 7,02 1,31 1,7219 VILLAFUERTE MARISOL 8,33 7,02 1,31 1,72

133,31 49,59

ANALYSIS RESULTS

POST- TEST

Experimental Group Control Group

Sample n1 = 19 n2 = 27

Mean 02.719

31.133

1

1 n

ixx 44.4

27

99.119

2

2 n

ixx

Variance 75.218

59.49

1

)(

1

2

1121

n

xxs i 06.4

26

60.105

1

)(

2

2222

2

n

xxs i

Standard

Deviation

Significance level: %5

Degrees of freedom: 44219272exp nn cont

015.2t

Significance level: %5

Degrees of freedom: 44219272exp nn cont

015.2t

BELL GAUSS

CONCLUSIONS

The PBL strategy has a positive incidence on students attendingthe third year of Bachillerato at Unidad Educativa JorgeRodriguez Roman located in Canton of Orellana during the firstquimester of 2015 – 2016 school year.

This strategy can be used as a tool in order to improve thelistening performing.

The PBL strategy also increases students’ motivation and so theycan solve any kind of activities related to listening skills.

RECOMMENDATIONS

To implement the PBL strategy into the Englishclasses on students attending Bachillerato atUnidad Educativa Jorge Rodriguez Roman locatedin Canton of Orellana.

Teachers of English can put more emphasize inlistening skill activities using the PBL strategy.

English teachers need to use audio resources inEnglish classes and extra materials when they usethe Pbl strategy.

PART FIVE

PROPOSAL

LESSON PLANS

PROPOSAL

GENERAL OBJECTIVE

SPECIFIC OBJECTIVE

PBL PROCESS

LESSON PLAN

WARM UPWARM UP

Explore the Issues

DEMOSTRATIVE CLASSDEMOSTRATIVE CLASS

Classroom Instructions

What is an order ?

Ok, listen every bodytell me some ideasabout the topic

List what do they know?

What to need to solve the problem

Define the problem

To present results

THANK YOU