Study of the Practice of the CEMA Method in Primary Education

Intervention Rubric

Authors

  • José Antonio Fernández Bravo Profesor del CES Don Bosco. Director de la Cátedra Conchita Sánchez de Investigación para la Educación Matemática
  • Elena Teresa López Cobeñas Doctora en Psicología. Profesora de la Universidad Camilo José Cela y del CES Don Bosco

Keywords:

programme evaluation, CEMA method, rubric, educational intervention, learning outcomes

Abstract

A training programme for learning and correctly applying the CEMA method was assessed through a rubric in order to survey a sample of sixty Primary School teachers. It was analysed whether there were statistically significant differences (p < 0.05) in the dependent variables evaluated. twenty-seven subjects from the experimental group obtained higher scores in the post-test phase. A 66.7% of the participants from the experimental group improved results with significant differences in all variables. There were no significant differences in the results by subject. the listening skills and subject mastery of each teacher have a considerable influence on the results

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Núm. 48 - Abril 2023

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Published

2023-04-01

How to Cite

Fernández Bravo, J. A., & López Cobeñas, E. T. (2023). Study of the Practice of the CEMA Method in Primary Education: Intervention Rubric. Educación Y Futuro: Revista De Investigación Aplicada Y Experiencias Educativas, (48), 191–216. Retrieved from https://educacionyfuturo.com/article/view/7589

Issue

No. 48 (2023): Language and Content Instruction: Maximasing Student Engagement in Bilingual Primary Schools

Section

Artículos