Browsing by Autor "Ramos Tinco, Giomar Vanessa"

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    Correlation of presentation-practice-production method and formative and summative assessment in advanced english grammar courses at Centro Boliviano Americano Language Institute
    (Facultad de Humanidades y Ciencias de la Educación, 2024) Ramos Tinco, Giomar Vanessa; Tapia Yana, Harry
    This study explores the correlation between the Presentation, Practice, and Production (PPP) method and the application of formative and summative assessments in advanced English grammar courses at the Centro Boliviano Americano. It investigates whether the consistent implementation of the PPP method positively influences student performance in both types of evaluations. The findings aim to support educators, curriculum developers, and institutions with research-based insights into effective instructional and assessment practices. Chapter one introduces previous studies, formulates the research question, and provides a justification for the study from social, methodological, theoretical, and practical perspectives. The objectives—general and specific—are outlined, along with the hypothesis, which proposes a statistically significant correlation between the use of the PPP method and the effectiveness of formative and summative assessments. The study operationalizes both variables to measure their frequency in pedagogical practice. Chapter two presents the theoretical framework, drawing on behaviorist, cognitivist, constructivist, and sociocultural learning theories, including Krashen’s Input Hypothesis and Interlanguage Theory. The CEFR is also referenced for aligning instruction with assessment criteria. Chapter three describes the methodology, following a positivist paradigm and a quantitative, non-experimental, cross-sectional, and retrospective design. Data were collected using a validated questionnaire and analyzed with SPSS software. Chapter four reveals a strong positive correlation (r = 0.912; R² = 0.831), demonstrating that greater application of the PPP method corresponds with higher assessment performance. Chapter five concludes with reflections on the results, study limitations, and practical implications for improving English grammar instruction.