ASIGNATURA DE INVESTIGACIÓN SEGUNDA ESPECIALIDAD DRA. FABIOLA TALAVERA MENDOZA 2026 01 29

And remember, for once I'm going to

admit it, there are quite a few in the queue. This

time I'm admitting those who are in the

queue, but everyone, please, have your

institutional email. Similarly, when

you start the procedures,

everything is done through your

institutional email; nothing is done with other emails

that are not institutional. Keep that

in mind.

Very good.

Very well, today we are going to present the

syllabus of what we are going to develop

during these four months that

this semester entails, right? The course we are going to

develop, or the subject, is

Research Two, which is in charge of

both Dr. Hugo and

myself, correct? He with another group, and

in my case with you. What are

we going to achieve? We are going to ensure

that in this subject you can

complete your thesis work. For

this, we have to take into

account that you

have worked up to methodology in the first part, right?

They have worked on the

problem statement, they have developed a theoretical framework, and they have

worked on the methodology. So,

we're going to use that input to

now work on the methodology, the

results, the discussion, and the

conclusions, right?

So, this is now the

formal thesis work, which we have to

compile ourselves.

To that end, what we will take

into account during these

working days is that today, in our

meeting, we will review a little bit of

how you have framed the problem

in terms of objectives, approach, type,

research design,

population, techniques, and

ethical considerations.

In chapter two, which is the

second date, we will see how you

will apply the

instruments, the validity and

reliability,

and how you will organize the information and

the data analysis. Chapter 3 focuses on

working

with the discussion based on the

results, the discussion, and the

conclusions of your

research work.

And Chapter 4 is intended solely for

you to present your

research work and also see some of the

functions of citation, the

structure of the

research work that you have to

present, right? In compliance with

current regulations and also with

anti-plagiarism rules.

Therefore, the final product of your

final seminar is the final

thesis paper, which you have to submit, so that

we will have an impact

on the graduation system, right?

So, this week we're going to talk

a little bit about everything we've

found in the review of these

projects and we're going to finish with the

validation of instruments. On the

second date, the application, analysis,

and interpretation of the results, and

also on the third date, the

discussion, conclusions, and

a little review of what they are

analyzing in their data. And the final date

is the final thesis format that

you have to present and

explain. So, attendance is

mandatory

and we need you, I will have

ongoing assessments of your progress. And

also your final grade, which is

your thesis work, what you are

going to present,

right? So there we have what

is, uh,

the sil.

Now we're going to look at some aspects that

need refining in what you've

presented in your projects that I've

shown you, in what we have in

the shared Drage folder, right?

So, what have we noticed here? We have

noticed that the vast majority of their

work is on the path of the

descriptive level.

There are others who go for the

explanatory level where they will do a pretest

and a posttest, that is, they will

apply learning sessions and

there is only one work that I have seen that is

of a qualitative nature, and perhaps in

that type of work I suggest that they

write to me and we work internally with

other dates to support that

qualitative work.

But the vast majority are at the

descriptive level, they are at the

explanatory level. Ideally, the level should be

explanatory, with prompts, posts, and

learning concessions. Correct?

Ideally,

in the work you have been

developing,

I have some observations

regarding the objectives you

have set. I

copied this exactly as it is in a

research paper. In a

research paper, look what they have

put, identify what is the effect of

psychomotor intervention

on cognitive development in

3-year-old children. And among the

specific objectives they have set are to identify what

aspects influence

psychomotor development and to identify

psychomotor development. I don't know if

any of you can tell me, in this

first case on the left,

what's happening there with the verbs? Can

someone tell me what's going on

with the verbs?

Who's up for it, please? Forward. I

can't see you, but you can see me

.

If I don't ask

what's being repeated, doctor.

The verbs are repeated.

Ah, the verbs are repeated. Very good.

It will be fine.

And specifically, there is

no gradualness of objectives. There is no

gradualness.

Forward. Forward.

Thank you so much. I'm also

noticing that

we're studying the second

specialty of alternative plastic education

and it says, uh, for 3-

year-old children, which doesn't match what we

're studying,

which is for adults.

Thank you so much.

Oh, no, no, don't worry about that. I

picked it randomly, not necessarily

from your area of ​​expertise,

but your observation is very good. It has to

be in the specialty we

are developing. Yes.

And secondly, I have to have a

gradual approach to the objectives that I am going

to use. The overall goal

should always be a larger objective, and the

specific objectives should have

other verbs that tell me the steps

I will take to achieve my

overall goal. Correct? And in this case, in

this first example of

early childhood education, we're not seeing it,

right? We are not in this other

example which is also from

early childhood education, it says, to describe the forms of

argumentation

of 5-year-old children. And look,

specific objectives: to identify

aggressive behaviors, to analyze

verbal expressions, to characterize

linguistic elements, to develop a

pedagogical guide for

neurolinguistic programming. What are we seeing in

these verbs?

Will they be okay?

The verbs are not correct, doctor. Uh-huh

. What verb would go in the

general objective? Identify,

doctor,

identify is not a see

determine, determine,

determine, analyze.

Yes,

those are verbs that should be included in the

general objectives,

but you cannot include describe,

characterize, elaborate, or

identify. Correct?

So, we need to be careful about what

you have proposed. So, there it is

in the PPT that I'm sharing with you on the

platform. What verbs can I

use for general objectives and

what verbs can I use for

specific objectives? Correct?

So, just a little bit there so

you can review it again, look at your

research project and with that you can

fine-tune it, because there are

observations there.

So, remembering that the objectives

serve as a guide for the research,

they determine the limits and scope of the

study, which is why it is gradual, as

the teacher rightly says, they guide the

results on what is expected to be

obtained and allow the stages

of the study process to be determined. In other words, each

step I take has to have a

different verb,

not the same one. Correct?

So, we have to realize that

the types of verbs will also depend on the type of research

, because if I am in a

qualitative approach,

then what does that mean? I'm

going to use categorize, I'm

not going to use other verbs that

help me achieve what I want to

achieve in this

research work,

interpret, right? So, they are very

different; not all verbs are suited

to either quantitative or

qualitative approaches. That's why I have to be

very careful with it.

That's what I was telling you, right? For

example, here I see that this is the

official format. The one on the

left is the official format. The

official format is National University

of San Agustín, Faculty of

Educational Sciences, Second

Specialty Unit,

nothing more.

And below is the title of my

research paper. The vast majority, almost

all, if not all, look at your

projects

and you will find that the

first word should be capitalized. Capital letters are only used for

proper nouns,

and everything else is in lowercase; it is not in

quotation marks, and it is not all capital letters.

And that's where you've failed, everyone

has put 2025 and at the end of the

cover they've also put 2025. Look,

tell me if that's not correct, if what I

'm saying is false. Review your

project. So, if I'm only going to

submit my research project,

God willing, and we finish

in May, then by July

the platform should be enabled so that

you can start your

presentation.

Then it has to say the 2026 project

and at the end it also has to say 2026

because of A or B that I have had,

the seven plagues came to me, I have not been able to. I have my

research work, I have my

project, I have my thesis, but

unfortunately I have had bad luck

this year, many things have not gone well for me

and due to lack of health or suddenly

financial reasons I cannot support my work.

So, I did the research in

2026, yes, but I'm presenting it

in 2027. So I'll have to change it from

2026 to 2027. But pay attention,

because only I know that my

research project lasts 18

months. This includes everything from when

the process begins until it ends with the

support,

and also the time of the application of

its instruments. So, all of that

counts and adds up. So, don't assume

that I suddenly did it in 2029

, but for various reasons I've been

postponing it, and I'm coming with my

work that I did in 2026,

I want to support it with that. We're not going to

accept it because there's a rule that

says that's not allowed, right?

So, it's better to do everything

quickly and efficiently; we get the job done fast,

we support it, and then we're all set.

Now, look at this other side,

on the right side, I'm copying from

a completely incorrect research paper

, right?

This is another job where the

logo is fine, the whole top part,

even the title is fine, but look at

everything presented by the

teacher and she has centered it. Is

that correct? That's also

incorrect.

Another example, right? Here they've used a

logo that doesn't match and even

added a second initial specialty

and early stimulation. So, that can't

be it, can it? Then it's

incorrect. So let's try to avoid

those inconsistencies

in what you are presenting. The

cover should be like the

formal university directive that we have

provided to you.

Now, let's get into the

problem statement. You may have been told, when you've

done research, "Oh,

look, the first paragraph is the context,

the second paragraph is at the national level,

the third is at the international,

local, or regional level. Do it however

you've done it." For me, when I

teach the problem statement,

the context must be included, yes, it

must be included. In the second paragraph, I

define my study variables, and in the

third paragraph, I talk about the

literature review from the last two or three

years, because I need to know the

state of my research in

these two or three years to see what the

gap will be that I'm going to

work on.

You should also keep in mind

that when I write my paragraphs, as

you can see here, my

paragraphs are cited. A paragraph

can have eight lines, that is,

between 100 and 120 words. A couple, between

100 and 120 words.

Within that paragraph, there are

short, cited sentences. Short,

cited sentences.

These short sentences shouldn't

extend beyond... 20 to 30 words.

Short sentences between 20 and 30 words,

and

cited with scientific articles,

correct?

This will confirm that

my work is original, relevant,

and solves a problem.

The problem statement within the

context allows me to explain my

research topic: how,

after COVID,

physical, emotional, and cognitive fatigue has intensified

among young people, right?

University students are

subjected to pressures and

lifestyle changes, and also, due to the

social transition, this causes them

anxiety. In this sense, teachers

must show empathy by understanding their

emotional state, regulating their emotions

and behaviors with

coping strategies. So, what I

'm saying here is that it's very

important to analyze

emotional states, to see how they are experiencing

depression, stress, and anxiety, and

how this will affect their performance in their

professional field, where they must know how to manage

their emotional state. That's why

I say that teachers are exposed to

emotional burdens,

right? professionals, especially

when they enter the workforce. And that's why it's

important to identify

protective factors like

resilience, right?

Emotional intelligence, which helps them have the

confidence to solve problems.

Also, what risk factors like

depression,

anxiety, and stress can lead a

university student to

suicidal thoughts? So this work is

following that path, and as you

can see, everything is cited with authors;

nothing is mine. But, professor, why

isn't it all mine? Because you haven't

published anything yet. You haven't

written anything in the journal. On the other hand, there's a

colleague here who has a master's degree and a

doctorate who could reference the

work she's done, and it would have to be

cited there because it's hers, right?

However, you've read from someone,

paraphrased it, and even worse, you're not

citing it and you're passing it off as your

own. That's called plagiarism.

Right?

So, we shouldn't plagiarize because

we could be reported. Why,

professor? Because we might accidentally add

two or three words. Or a sentence that I'm

going to copy and make into my own.

And suddenly the expert, the

researcher who has mastery of

that subject, is going to find that phrase or

those three or four connected words that

have come out of their

research work and they're going to initiate

proceedings against you. They'll send a document to the

university and say, "You know what,

members of the

ethics committee?" These three, these four words

have been taken from such a text that is

on such a page and belong to my authorship.

And yet, these authors are

quoting me. Therefore, I request a

thorough review of the work and file a

lawsuit for a certain

amount of money so that they can

return for damages and that

this thesis be observed. Do you

realize? So, that's why everything

you read has to be

supported by an author. Nothing is his.

We run the risk of being accused of

plagiarism. Correct?

Then comes the paragraph where you do a

literature review. I have

found that in the vast majority, they won't let me

lie. Open your project,

dear colleagues, and tell me if what

I'm saying is true or false

.

They have included bibliography from 10, 15

years ago. The

problem statement is like a hot potato,

fresh off the press.

Because I need to review current literature

to know the current state of the

topic I want to work on, what

other researchers have done so that

I can address that gap,

that void in that

research work.

So, here I put what

that study did and what it achieved.

Then it says that the

literature review found that

resilience as a protective resource is a

strong promoter

of self-esteem in future teachers. And

the author quoted. Anxiety is another

high emotional risk that manifests itself

and should be alleviated with

resilience, confidence, and

emotional well-being programs, where academic pressure and

financial insecurity are

predictors of anxiety, followed by

high parental expectations, fear

of failure, and uncertainty

about career prospects. And

there I am quoting Bello.

High levels of stress and

exhaustion have also been found due to the workload

experienced by students during their

internships in schools, which can

contribute to dropping out of the program,

right? So, these are some studies with

which I am confirming that this

topic is of paramount importance. And look, in

recent years, no, I'm not talking

about 2003, 2010, or 1975,

as I've seen in your work.

So, keep in mind that it's in Iseja,

which is what you have reviewed

from those studies that I have reviewed the

recent literature here,

those studies tell me, "Ah, look, for

future studies I recommend such and such

." And where do I find that?

Where can I find it, colleagues? Where they

tell me, "In future studies you should

investigate such and such." Where can you

find it? In the

problem statement. Do I find it in the discussion

or do I find it in the conclusions?

Where do I find it when I read

scientific articles? Who can tell me? It is

the first article in Scopus. It is

the first one

where in the introduction, in the

methodology, in the results or in the

conclusions. Where, where do you say? This

should be done in future studies.

These are the conclusions, doctor.

in the conclusions. That's why

when I read

scientific articles, in the conclusions they tell me,

"Ah, look, I found this and I

suggest you do this for future research

." Ah, bingo. So, according

to that, I'm putting the gaps here.

Among the gaps, studies are needed

on future teachers to

identify the risks of appearing to suffer

from compassion fatigue or burnout. Or it has

also been identified that

their physical, mental,

emotional, and

intellectual well-being must be analyzed, right? And financial, right?

Suddenly they're supporting their own

studies, aren't they? That's why they feel overwhelmed,

as well as implementing

brief mental health instruments with

protocols for timely referral.

And another important factor is to identify

what factors affect the stress and

burnout of teacher

trainees. So, of all these

gaps, which one are you going to take? So

you're talking about the importance of my study,

right? That it will be carried out with future

students who are candidates to become teachers,

where it's important to analyze how

depersonalization and

emotional exhaustion occur, right? And that's why it's important to

see what those risk factors are,

such as anxiety, depression,

stress, right?, that students

experience upon graduation and how they manage

their burnout up here. So,

here I am already establishing myself

from these gaps with which I am going to

work in the studio. So

if I already have this, for those who have done the

guide, I already have this

problem statement, then it's already defined, and

with the I I run to determine my

objectives, right?

So I ask you, whether you have

done it at an international,

local, or regional level, to update with

bibliography from the last two

years and to ensure that these gaps are clearly cited

in your statement of the problem.

Review it now, open your

project and tell me, is the breakthrough

you've made supported? It didn't

just come from your own head and

lack any backing from any author

who says, "Yes, Juanita, yes, keep

analyzing anxiety." Yes,

Maria, I recommend that you do a study on

the

interpersonal skills of the

students. So, I don't have that

guarantee. So, what gap am I

working on? Based on which author do

you recall that my regulations state, "Your

work must be original, it must

be relevant, it must solve

a problem, and you must provide proof

of what you are doing." So, I

have no proof because I

say, "Oh, yes, that happens at my

school." Yes, it's fine that it's happening at your

school, but there isn't an author you

identify with who

is validating your study, is there

?

So, I ask each of you to

revisit that statement of the

problem and justify your gap with

recent authors, and also work through

all the other paragraphs as you have done

previously,

but cite them with

updated bibliography. Correct?

So, that's the first task. The

second task, another mistake I've seen

in what I've been reviewing of the

work.

So far I would like to ask, who

has opened their business? And can you tell me

if what Professor Fabiola is saying is true or false?

What does Lilia say? Is your

project open or not? What does Lilia say?

Lilian.

Yes, doctor, good evening.

What you tell us is correct. Uh, we have

some, uh, we have to improve quite a bit

in terms of the projects, right?, that

we have presented. At least

our project has quite a few

adjustments to make. We have made

mistakes in some, especially in

some APAFA rules, sorry, in the

APA standard and in some things that you

already mentioned to us now in this

virtual meeting.

Very good. What does Erika Vanessa say?

Thank you.

Erika Vanessa, what do you say?

Yes, doctor, yes, open.

It's true. Or am I lying

?

Are you correct, doctor?

Very good. So, since I'm right

, I'll continue. Correct? Let's now move on

to the justification, which is

outside of the objectives I've already

mentioned. Now we'll get to the justification. What have I

found in the justification?

that you all say too.

Look, some have put one

paragraph, others have put two, others have

put three, but

without citing, the worst part of all, without citing.

And remember that the justification, although I

think

the social relevance, the

theoretical relevance, the

practical relevance, the methodological relevance have not been included there for convenience,

all those points are supposed to

be there. 1.31 convenience, 1.32

theoretical relevance, 1.33

practical relevance, 1.34

methodological relevance.

That subtitle has to be there. Forward.

Yes, thank you very much. Excuse the

interruption.

I left this one a long time ago at university. Uh, I've

studied quite a lot, well, quite a few

things, quite a few courses, but it's been too

long, 20 years already.

So, I don't know how to cite, I

mean, when I was doing my work I

honestly didn't know how to cite.

Thank you very much. Yes, he can

explain it.

Ah, there, doctor. I would also like to

participate.

Forward.

This one, with all due respect, is going to apologize

to the group, right? Just

listening to you,

I

'm also just now figuring out

how to carry out this project,

since the research classes we've had have

been so generic.

Excuse me, I don't know if I haven't

understood it that way. And the endings, as my

colleague mentioned before, we have tried to

do, I think, as I

speak particularly for myself, right? As

I thought it was a project. If in

the research classes the doctor

had told us, as you are

explaining to us, right?, the

theoretical and practical relevance, the steps that

this problem statement has to have

,

each text would have been, I think there wouldn't have been as

many errors as there are

now.

Yes, but apart from that,

lovely teachers, we have given a course

here, they are not observing the different

projects. So,

in the AI ​​course, I understand that it has

been a situation, I mean, that's

the detail. In AI they described one situation, and

in the research classes it was

another situation. So here among

us, I mean, I have formally

respected the course, right? That's what

research is about, right? Uh, he was an annex,

as mentioned, right?

Whether or not one could

participate. And out of respect for the

formality of the second specialty, having paid

attention to what little the

doctor explained to us in such a

genetic way, I watched the

recordings that day and it was also clear, very

successful, but there was a connection,

excuse me, that at times I got lost, I

really got lost, right? So, I

believe that for this second phase

of research we are going to do, we need to be precise in

detail about how we actually have to

present the project.

Excuse me, I'm speaking for myself, right? As I mentioned

before. I'm also resuming my

studies in good weather and I know that

many things have changed, but since

we've already worked a semester,

the formality of the research course has been so generic

.

So, honestly, as I

said, I've also gotten lost,

lost in so many income situations,

seeing

and reading, that now, listening to you, I'm

also getting back to

understanding, right? Please

excuse me. That's my contribution.

Correct. Look, dear colleagues, that's why

when I invited the

professors to participate, the

researchers and all the

faculty professors too, but

unfortunately we have had a

number of activities and suddenly there has

n't been enough time, but

you have been given the opportunity to

come in and ask the colleague

who has been speaking. That was to

support all these points that we are

working on. They haven't worked on anything

different from the project. They have

worked based on the project and have been

feeding it, feeding it to strengthen

the work. Now, regarding the summons and all

that, uh, about it,

uh, we have, let's

see, we're going to go in for a little while.

When I was in the postgraduate unit,

also in their Faculty of

Educational Sciences, USA, I returned to the postgraduate unit

and in the postgraduate unit I have been

concerned about

putting little videos here for you. Here's a short

video showing how to access Scopus and

how to register so you can review the

information, right?

Here too there is a way to access

the website. There's also a short video from the

university that tells you how to get in.

Here's how to install Mendeley. There's

a video tutorial so you can

follow the steps to log in to

Mendele, right? I use

Mendele, so there are tutorial videos there

.

I'm not going to do a class on that

because they've already done that in AI, and they

should have done it with the professor

because I told him, and I saw him go into a

class and he was explaining how to

work in Scotos.

I, for example, have downloaded it; I

work with Mendele, right? So

I can quote through Mendeley, right?

So there I have all the work

I do

and the citations. Correct? Joana, your

microphone.

So, what good is

this software to me, right? What is

this software for? It helps me to

make appointments.

There it is. Let's say, I'm there, if

I'm paraphrasing some author, right?

So, since I've already downloaded it

to Mendele, then I put Hernández,

Jonathan, I'm going to cite this author

and it's automatically there, right? I go down there

, place the article in

Mendeley, and

immediately read it,

paraphrasing it without losing the central idea

of ​​the text, right? And now let's say I'm going to

quote the Ministry of Education, and there's

the Ministry of Education. I'm still

paraphrasing another work

and now I'm going to quote. Remember that my

paragraph is not made up of

short quotes,

so I'm going to quote someone else there.

So that's how I develop my work, and

when I do the references, I

just do the reference,

insert bibliography, and automatically

all the articles I'm

working on appear. That's what Sotero Mendeley is for, so he

can quote. So, I

recommend that you check out those tutorials,

download them, and with them you'll be

able to interact and do this little

job, right? It's easy. Another one is

through the I, right?

So, uh,

mm,

chat. GP.

So,

suddenly, let's see, let's see,

academic.

Let's look at

a topic here. Okay, dictate a topic to me.

One topic, colleagues. Dictate me.

Playful activities for learning

the English language in alternative basic education

.

Games

for learning English.

There it is. A playful approach to

learning English,

right? Let's say what we did was this and

we copied this. Yes, this is not correct

because it is not updated here with the

work do.

So, what I can suddenly

do

is tell it if I'm

using this article, right? to AI.

I am

using

this article.

Can you help me generate

the citation

in APA

seventh edition

and I'll give you the link as a reference?

No, from there right now I'm there

, right? And here it is

referencing it correctly. Do you

realize? But ideally I should have

references

from de

Sotero or Mendeley to be able to quote, right?

Because I also need to know

when it's a narrative quote, right? There

we are. When it's a tape, a

parenthetical quote, then there are quotes,

types of quotes. So, there are now

plenty of tutorials, dear

colleagues, where two or three

minutes can tell you how to do these

citations, but we generally use

paraphrasing. Yes, I'm paraphrasing. So that's

just some of the

points I can make for you to

consider and

cite correctly, because if I

cite incorrectly, it can also create a

problem, a conflict of interest

where the author can

sue me, and my work is also at

risk because it could be flagged and I could

lose my professional title.

So, it's not that I want to stir

things up, but now you know that everything is

now subject to legal action, right? They

can put me on trial, they can do

anything to me. I remind you again that

the paragraph should not exceed between 100 and

120 words within the paragraph,

short sentences and quoted by authors.

Nothing is mine. Correct? So, the

justification, now that you are

looking at the project, you are

realizing that the convenience, the

theoretical relevance, the

methodological relevance, the practical relevance, I have not

put in the work.

Yes. And besides, everything I've put in the

justification was from my own head. And

what about the authors I read in the problem statement

?

Ah, they were left hanging because I haven't

continued

quoting them in the other parts,

right? So we have made

mistakes there that we now need to

correct.

Now we move on to the theoretical framework. In the

theoretical framework you started with

the background,

right? And then there's the theoretical framework where they've

added titles and subtitles.

And there's been a little problem: they've

put in the titles and subtitles, but they have

n't included the mining information. They have

simply put them without negation, as they

belong to chapter 2, so 2.1

must be background, 2.2 must already

belong to the theoretical framework and must

go there to 2.21, 2.22, that is, whatever

corresponds to it. Therefore, it must

be listed. And here too I

have to break down my first

variable and my second variable.

And what should I start analyzing in the

theoretical framework? The approach, right? The

approach,

the dimensions,

the definition of what I'm going to

work on, right?, etc., etc.

So, if I'm going to talk about

feedback,

right? My work is about

feedback

to students, so I will have to

talk about what approaches there are to

feedback.

So, I'll have to work with

Anijovich's model, I'll have to look at

Rabelo's, I'll have to see what other theories

there are about what approaches are being taken to

feedback

and what types. Then I'll have to say

after the approaches what feedback is,

but I'm not going to put what

feedback is between questions, but rather

feedback, right? And I quote

several authors and I make a kind of

synthesis, creating with authors a

new conceptualization of

feedback.

Then I'll also have to say what

the types of feedback are, right?

And of those types of feedback,

which one am I going to work with?

Formative feedback.

How is that formative feedback

implemented in the classroom? There will have to be

strategies, uh, models, right? So,

I'm breaking down

the general model, placing which

dimensions I'm going to analyze in that

feedback loop.

Considering the instrument I'm

going to work with,

how should

the teacher handle the feedback, right? What should

the teacher keep in mind when working on

informative feedback in the

classroom, right? So, how does that

immediate make-out session happen, etc., etc.

So, as you can see, it goes from the

general to the specific,

but

without forgetting to cite the author. In this

case, look how I generate a new

concept, right? It says, "

Academic burnout is the physical and

emotional exhaustion caused by

excessive demands in

academic tasks, leading to

emotional depletion that results in abandoning

academic activities and a lack of satisfaction

due to ineffectiveness.

It is characterized by a loss of interest

in studying and a failure to fulfill

responsibilities. Students feel

incompetent, physically and

mentally weak, which leads them to abandon

their profession. In other words, I'm

giving a new definition based on other authors' work; that's what

I mean. No, it's not that I delete the

authors' names and present it as my own

definition without citing anyone; that's

plagiarism. Correct?

Now, the theoretical framework isn't just a

definition, but also based on

everything you've read from other authors.

So, you can reference a

study that sought to associate

the results of that study. It

sought to associate the stress and exhaustion

found with poor

learning outcomes, absenteeism, and low

performance, leading students to feel

incompetent in their tasks.

They lose interest, and because of their

situation, it's not

difficult for them to do their jobs." Their assignments and

exams. Therefore,

academic burnout generates two components. The

loss of motivation and a feeling of

failure leads to a

lack of interest in what they do, and above

all, they drop out of their studies due to a lack of

commitment and ineffectiveness, which leads to

a loss of self-confidence, self-

deprecation, and feeling inferior.

So, look at how we're generating

these paragraphs based on what I found

in the literature, in the articles, and

how I connect it with the dimensions and

types. So, the

theoretical framework is also composed of

research results and how I can

link them to the theory. So,

imagine starting to produce something just like I

did with my

problem statement, just like I did with the

justification; I have to write a

paragraph. Within that paragraph, no more

than 100 to 120 words. It has to include

literature.

Yes, cited. Short sentences with

literature. I can't write two,

three, four paragraphs without citing. It all

comes out in my head. Where is what

you've produced? Where is your

book? Where is it? Where did you

do all that research so

you could write all that? I didn't

. What I did was plagiarism. I

read it somewhere and transcribed it

or changed a few words and I

'm passing it off as my own work. That's

illegal. I've already explained why,

right? So, my theoretical framework

has to be redone, more thoroughly

supported and

improved, and those who have done it today have been

perfecting it. I've even seen

papers with 50 or 60 pages of

theoretical framework. Right?

Let's move on to methodology. It's

important that in your project

you clearly define

the research approach. Whether it's

quantitative or qualitative, and define it

in detail.

The level of research—here we have

two: basic and applied.

At the university, they consider both

descriptive and

explanatory works as applied, and experimental works are those that

will involve

pre-testing.

Therefore, the level of research

must be applied. So, we

all have to modify

our projects that we've labeled as

basic. Change it, apply it, right? And we

support it with an author. Those who have

done that type of research, right? If it's

descriptive, because we said

descriptive and we put descriptive, but

since I'm correlating, right? I'm

going to analyze self-esteem and its

relationship to

academic performance. Self-esteem and

academic performance, my second

variable, but I'm using a

magic word, relationship. So, that

means my research is

correlational.

Therefore, I have to say that my

research is correlational. I no longer

put descriptive, but correlational.

Oh, professor, but I'm doing

pre-tests and post-tests. Oh, there I can

say that my research is

explanatory.

Explanatory. My type of research is

explanatory, and I cite an author, why is it

explanatory?

Oh, and in the design, professor, if I'm going to

use pre-tests and post-tests, oh, your design

is going to be quasi-experimental because you're going to

have two groups. One control group and one

experimental group. Oh, no, professor, but I

only have one group. Oh,

so your work is Pre-experimental.

So your design is

pre-experimental.

Ah, I see, professor.

In

the type of research that is

correlational, where I have self-esteem and

academic performance,

then I have to put the formula and

the design I have to say is non-

probabilistic, cross-sectional,

non-probabilistic,

cross-sectional,

correct. And I cite the author because it's non-

probabilistic cross-sectional. And here I put

the formula. Likewise, if my work is quasi-

experimental or pre-experimental,

the formula has to be there, correct? And the

description of what that

formula means. So there we have to fix

the approach, the level, the type, and the

research design because we haven't

done it right. Correct?

I'm going to the population. Everyone, I won't say

everyone,

has put it. The population is going to be

Eva's students, but they haven't told me

how many there are, correct?

So, I need a

table there. And look at this little table. Since I'm

working in APA style, then

the APA style tells me that the table

only has

rows, right? So it doesn't have

columns and rows. So We have to

get used to working only with

rows. So, here's my table, which

will later have a number when I

start

organizing my work, right? Then

the EVA institution has to go there,

indicating if it's advanced, what type of

EVA I'm working with, and the number of

students, right? That's my

population. My population,

correct? But out of that total

population,

I've used, for example, here,

I have 100 students, but of

that total, only 67 have

answered the questionnaire, right? The

questionnaire that was given to them.

So, that's where my sampling comes in,

even though the document says "sample."

When do you use "sample"? When I use a

mathematical formula to calculate the sample.

In this case, none of you are

using a mathematical formula. The

vast majority are using

sampling. And when I say the sampling

is non-probabilistic, correct? Because I

'm not using

mathematical formulas.

I'm saying that of those 100, only

67 have given me their

informed consent, and those 67 are the ones who

answered my question.

So, in the sampling, I

have to put

The number of students who have

responded to my questionnaire, right?

So, there also needs to be a

table there of those students who have

agreed

to answer that questionnaire. So, I'll

put my table there too. Everyone

at EVA hasn't given me any tables, they've

only said it's comprised of [the students], therefore,

if the research is going to be carried out,

and that's it. So that's

wrong. So I need to see these

tables there because they already need to have

defined where they're going to work and with

whom they're going to work. Right?

Once I have that distinction

between population and sample, then come the

inclusion criteria and the

exclusion criteria. So, the

inclusion criteria will be all the

students who are in EVA, right? But

perhaps the advanced cycle.

What characteristics do they have?

Students who have only

passed, students who give me

informed consent, right?

Perhaps my pretest and

posttest have been administered. So, my

exclusion criterion is all those who haven't given [the consent], who

haven't participated in the pretest, they ca

n't participate in the study, right?

Even if they've done the session and

participated in [the study]. The post-test, I'm

going to exclude them, right? And all those who didn't

agree to the study didn't give me

consent. So it's

important to add that the vast majority

haven't considered the

inclusion and exclusion criteria in their

research projects. So, I need to

include them. Correct? So far, so good.

Questions, teachers. Tell me now that

you're reviewing your

project with me. Are we on the right track, or am I

lying? Am I

exaggerating? Perhaps Professor

Fabiola is exaggerating in what she's

explaining today. What do you say?

What do you say, colleagues?

What does Luz Belén say?

Luz Belén, go ahead. What does

Cruz say? Speak up. Of course. Go ahead.

Could you please repeat the question? Have

you been following your

project with me, Luz?

Yes, the project that I've been doing

with my partner, yes, we have taken into

account the

inclusion criteria. What we're missing is

the table to determine

which classrooms we're going to work with,

the population, and the sample, right?

Yes, that's right. We're lacking.

Very good. So, if we were

doing this feedback, that's why

, right? So we can see what we

haven't achieved yet and what

we still need to do. And now, with

all the insights the doctor is giving me

, we're going to

better guide our work. We're going to keep

moving a little faster, and time is running out

. Now we're going to look a little bit at

the processes involved

. From there, we get to

procedures, and then to techniques and

instruments. So, to get to

techniques and instruments, I need to

be clear

that some of you, depending on your type of

research, are using

inventories, others are using

scales, and others questionnaires. Those that

are inventories, I no longer need

to validate them. Even though they've been

applied in Argentina or Chile, they're no longer

inventories or tests that

are already internationally approved,

and therefore don't need

validation. But there are questionnaires that

I'm finding in English

that I need, or also tests in English that are

n't yet available in Spanish,

so I absolutely need to

translate them.

And yes, I need that I need an expert to review it,

right? Because I might have changed

a word, so I need them to

review and validate it. It's very

important to see where this

instrument comes from, where it originates, whether I can

use it without validation, or if I can

use it

but first have it

validated, right?

So, that's an important point.

How is instrument validation done

? I need to keep

in mind that for qualitative research,

what do the experts say? That I don't need

validation, right? Because I develop the

interview

and I don't need an

expert to review it. They tell me I can do a

pilot test, I can pilot that interview with

the

participant I'm going to reach, and

with that, I improve my interview,

right? But that doesn't happen with quantitative research

. I have to have

internal validity, or it could be

construct validity. That's why when you've

reviewed the articles, you've found

that they've established construct validity

because they've generated three, four,

five instruments, combined them into one, and used

structural equation modeling to

test it, right? So, this validity

can be... By construct, right?

Sophisticated statistics are used, or it can also

be by internal validity, where I

give my instrument to an expert and

they evaluate it using a technical data sheet

, right? So, for that, I

first have to have a

very clear theoretical framework,

thoroughly review my literature to be able to

select the instruments, because my

literature has to align with the

objectives and it has to align with the

instrument. There has to be a

triangulation between the objective, the

theoretical framework, and the instruments. Yes, they must

speak the same language.

Once I have a clear understanding of those

instruments—perhaps I've chosen them,

which are in English,

so I have to translate them and have them

reviewed by experts,

right?

Then, once

the experts review them, I can

also make improvements before giving them to the

expert; I can reformulate the items,

right? And then

the expert judge gives me an evaluation, right?

So, for example, here I might have been

reading literature

and important data has come up, Right?

Regarding students' fear of losing the

academic year.

So, these items, for example,

came from Vasconsuelos

2020, from her work, her article, and

also from these authors.

So, she says, these items were

created based on this literature,

based on its results. That's why she says,

"I feel insecure about meeting my

personal and academic goals."

Where did this come from? Vasconsuelos, Deu,

Paredes, or Sub. So, ah, professor,

what does that mean? That I can

construct an instrument based on the

results of other studies. Yes, I can

construct one, and this varies much more, but

for that, I have to have

critical thinking skills to be able to create these

instruments if they don't exist, right? Or

if I'm going to change an item in an

instrument, it always has to be with

the author I'm referencing

to change that item in the instrument I'm going

to use. Right? That's why

we read literature; it's not just to

put it there as decoration in the

theoretical framework, no, but to see how I can improve

an instrument. and validating it with other

ideas from other authors based on their

research results. Right?

So, once I have this instrument

, once it's been reviewed by

experts, I conduct a pilot study. Then I

have Chrombatch's alpha, where I

measure the instrument's validity

with 10, 15 students, or 15 people

to whom I apply it, and I see if it's

highly reliable or not. So, for it to have

acceptable validity, it has to

be between six and one, right?

So, when is it high? When it's

approaching one, right? And that's a very positive

instrument. So it's very good, it

's favorable, that's why it has high

reliability.

I can

also measure the dependent variable (DV) through expert judges, right? What was

the level or rating of the instrument by the experts,

and I get the weighting?

Right? That's another way,

and the instrument that I'm going to give to

the experts for validation.

So, it's very important that if I

have this initial instrument, which I've

taken from some author, and

then I'm making changes to it, all of that... The

shaded area represents changes, so I

have to include the author to whom it

belongs,

and in one column, the

original instrument, and in the second column—that's why it's

called the homologous instrument—

what changes am I making to this

original instrument? And don't forget to

include the author's citation, where I'm

making this modification, right?—from

this original instrument before it goes

to the expert judge.

Now, regarding techniques and instruments, in

your research projects, I've also

noticed

that you've indicated you'll be using

the survey as the technique, and

the questionnaire as the instrument. Ah, but

nothing more than theory, right? Where is the

technical data sheet for that instrument?

So, that instrument has to

have a technical data sheet. Who is the author?

Yes? Who does it belong to? What is the name of

the instrument? What is its objective?

What population is this

instrument intended for? How many items does it have? How is it

administered?

What is the IQR scale? What

dimensions does this instrument have? Yes?

And what is the total index of the

instrument? How is it calculated?

Suddenly? Because suddenly it has something like

this, right? It measures levels, right?

Anxiety, stress, depression, but the

overall assessment of the instrument is the

mild emotional state, moderate emotional state,

or severe emotional state.

How is that emotional state?

So, every instrument,

quite apart from its scale, like it

is here, right? Totally never, sometimes it does

n't have its bar that tells me, "Ah, it has

a high, medium, low level, or it's at a

satisfactory,

moderately satisfactory, or

unsatisfactory level,

or it has a moderate level, it has a

high level, it has a medium level."

So, every instrument has to

have its own variate, right? Your off-

scale liquid measurement has to have its

measurement. It's the same, you are

teachers, you are given the rubrics,

each rubric has dimensions and each

dimension is measured with a scale and then

you have a score, right? And in the end they give him a

final score, the sum of everything. The same applies to

research instruments. They

have to have dimensions and they have to

have a rating to say that

you are at a satisfactory level,

you are at a moderately

satisfactory level or you are at an

unsatisfactory level or you are at a

starting level, pre-starting level, you are at a

process level or a satisfactory level.

So, he realizes it or he's achieved it

too, right? So, every instrument

has to lead to a varem, to a

total valuation of the instrument,

right? So, in the projects

you have presented, this

technical data sheet is not included. Therefore, your homework for

the next class is to

have this technical sheet ready, correct? of

each of its dimensions. They

've also achieved

validation there, haven't they? There it is. If I am going to

send Professor Fabiola Talavera, I will

send Professor Fabi's name to Dr. Hugo Rucano, and I will send

Dr. Hugo Rucano's name. I'm going to

send it to the dean, Dr. Pepsi

Cisnero Chávez. Here is the name of

Dr. Pepsi Cisneros Chávez. I need to

update the date, I need to say

what my research topic will be

, I need to read everything, right?

If I can modify it because there will be

things that don't match, modify it,

right? No problem. And here

goes the signature and ID of both authors

or one author, right? As they do their

thesis work. And here it is, right?

Who will be the expert?

The academic degree.

Then, all your information and that of

the teacher who will review your

work. And here you have to

include the research topic,

who will be the researcher, right?

Who is this questionnaire? What is the

name of your first

independent variable? Who created it?

What year, right? There are the authors and

what your instrument is called.

And from there comes the instrument with

its dimensions and its items attached so

that the validator can then review them one

by one and give you the necessary input

to improve both the first

and second

instruments. And I also have to add

the consistency matrix, right?

So, in order for the reviewer to be able to

work, ideally

this consistency matrix should be in pairs,

right?, so that you can then paste

all these validations into

appendices more quickly.

So that's the task we still have to complete

. One, define the

instruments well.

Second, once I have defined

the instruments, then I have to

transfer it to this form for validation.

Ah, professor, and now, how do I see this

validation thing? You tell me,

who should I send? I have everything

ready, but now I have to get it

validated, right? So, I'm going to the

Faculty of Education,

right? To the second

specialty unit.

And here I have the lines of

investigation. So, here

in the lines of research,

according to my theme, I have the

professors who are experts in the line

of research. Ah, professor, yes,

but here is your name, for example,

Professor Evely Guille, but you

are not giving me your phone number, you are not

giving me your institutional email.

How am I going to find her? Easy,

miss. How do we do it? So

you log into

your institutional email, you

search, right? You put it there. Sorry.

Evelin Guill, no, Evelin Evelin

Guillén, Evelin Guillén, Paola Chávez.

No, I enter her full name and here I get

Evelin's institutional email address.

So, I already have their email, I fill out

those forms, I introduce myself, I write

formally, right? For Evelí Guill regarding the

validation

of instruments. So I'm

here presenting myself to Professor ta ta ta ta

and attaching it, right? I've attached

my validation form here, right? My model

there, where is she?

My validation is pre-filled, that makes

sense, right? And I send it. Correct?

So, that's easy, right?

So, we already have it there, that's why

you have your institutional email.

Ideally, choose cco; the more

you send, the more you will get a response from at least two.

Correct? So with that you would

have questions for validation,

please,

questions, please. Is that clear?

Something hasn't been made clear,

doctor.

The validation form is in the

postgraduate unit, right? I

've put them in the mailbox

there where we have our

course. Oh,

here on our

platform where we're working

now, everything's already posted up. I have already

taken the trouble

to put here, here is a model of

consent instruments in the

research.

Here you click, download it, and that's the end of

the validation.

There it is. Everything I have shown you

is here for you to simply

adapt according to your

research work. Correct?

For example.

Yes,

doctor, the question. And if I created

the playful teaching method, I

was the author, how do I get those

validation tools?

Thank you so much.

Ah, there you put the technical data sheet stating that

you are the author. You provide the

technical specifications.

Let's take a look at this work. Uh-huh

. Here, let's say that her, what's the name of

her instrument, teacher?

This is the grammatical roulette as a method

of grammatical

author as a surname you

Delgado Aleman

Delgado Aleman

German you put there and you put there 2000

26 because you have done it Now not with

your name more and 2026. You already put the

objectives, such, such, but it is supposed that

here you have to put that uh

this

uh you are the author, but uh with

reference

with reference to

the works

of no. So he cites the

works that have served as a reference

for putting together this instrument, right? I have

n't had any references

, that is, I have simply

created a teaching method that is

based on a grammar roulette of

basic English for

basic education. Very good. But

what is that grammatical roulette measuring,

teacher?

What is it measuring?

It is measuring the level of learning

before, that is, how they were before

applying the learning method. No,

no, in that grammatical development, I mean,

what dimensions does it have? What is it

measuring? Coherence, position?

Sorry, this is

basic English grammar. It's

basic English. Already.

But what does that basic grammar

break down into? It

is the basic grammar of English, nothing

more than a grammatical roulette and it is

through the use of that of that of

that playful instrument. This, to

know if I learn,

uh,

if I'm going to use a

grammatical roulette theme, let's see.

to see you, let's say. Let's see if we're

inventing anything. Let's look at the

material. They

're not verbs, they're

No, I'm making myself up. No, no, no, it's not that I

want to tell you

that I want to work on a game, right?

So I'm going to propose this game,

but here I'm going to work on

verb tenses: past, present, and future.

I can work with the endings, er,

ir, you understand? So I need

you to tell me what you

're working on in that grammatical game. Now do you

understand?

Yes, I'm working on

verb tenses. So,

that has to be within

its dimensions in order to be established.

So there you have it, but those

verb tenses address what

problems, what challenges

students face when they are going to speak, when they are going

to express themselves in those

verb tenses. How will this help them?

In the expression?

Will it help them with comprehension or

written production? How will this

help them, teacher?

In

communication.

in communication and in

making

basic written sentences, right? In

basic English

. As I would say, I'm going to

work with ICTs, that's not it. In other words,

I need to know

what I'm going to work with within the ICTs, what I'm going to measure.

So, that's what I'm

asking for in what you're

proposing, right? So, it's not

just about applying a game for the sake of applying it,

but this game, right? So, let's

say I roll a die and it's going to help me

here if I suddenly get a "don't

eat" result. So how do I use this

to make it form a sentence? I don't know

, but what am I doing, what am I

working on? Comprehension, expression, or

production? So, ah, I have to

plan everything out and think it through carefully, right?

So, these games, I mean, it's not

just that I'm going to use it for the sake of

using it, but it has to have a

reason and what it's going to help me with

. Correct? Did you understand me?

Yes, thanks. Thank you for that. That's

correct,

doctor. Good night.

Yes, go ahead.

Good evening, doctor. Uh, I have a quick

question. Um, the projects that have been

submitted, and the list of those that

are approved or disapproved, so that

in my case, right?

To rethink everything. We're

going to look at one that I've already

reviewed, I'm not favorable.

Let's see.

Yes, those who are not in

favor, it's assumed that

everything has to be reformulated, right? For

example, one that is not favorable,

forms of argumentation, right? I mean, in

intimidation, for example, right? Look at

the introduction. It has put me

when it is not the model I had in mind for

the problem statement. Once everything is

said by the participant, there is nothing from

any quote from any author. Do you

realize? Look at the justification, just one

pair, see? I'm not in charge, so

in that case,

everything has to be corrected or reformulated. And that relationship, uh,

where

can we see it, visualize it? Or is it already there? Ah,

very good. I've told them that we need a

colleague to review it. Yes, I've told them that's

not the case; what's in white means it's

still missing, although I think my

colleague has already filled it in. He's

finished filling it up now because I

showed it a while ago that it was empty, although

some are still missing. These are missing.

The colleague needs to finish reviewing it,

and once he's done, I've arranged for you to

check it through your email next week because that's where

you'll find the form. I'm going to

open one of my own. I already thought I had

checked this

other

Talavera.

Here's a Fabiola Talavera who

is also in favor. I'm

going to open the file. Yes,

look, there's the card that I've

also given to you. There's the

card, isn't there? There it is. Why am I

rating 1, 2, 3? And below is

why. They can't alter the cover however

they want. These are institutionally approved formats

.

The four pillars as a mixed work

from the perspective will focus it. There are no

clear ideas. I need to read more and suggest

moving on to another topic. The work

lacks theoretical and

methodological consistency. This work aims to address

the four pillars of knowing how to

do, knowing how to know, knowing how to be, and knowing how to

be. He wants to apply that to

learning, but there is no

relevant work on it. Therefore, it cannot be done

, that is, this work

could not be developed, it is unfeasible

because there is no literature either.

Literature is basic, elementary, is

n't it? Then he can't, no, no. So then

yes, I mean, yes, you can change

projects.

Sure, it could change, but it's no longer my

responsibility. As a second

specialty, we won't be able to

reach him anymore, we won't give him access, it's

difficult because we're going to do trades,

that is, it's a whole job that has to be

done internally.

So,

those who are not in favor,

they will have to find their own

advisor

later on. This is another unfavorable job

, isn't it? The title is in

quotation marks, there are no quotes, right? The

first chapter has no

substantiated gaps, therefore the work

fought over is not original, not

relevant, and is not solving anything.

The second and third chapters,

logically, if you haven't read them, don't

contribute anything to the variable, right? Then

the work needs to be improved.

So that's the problem, isn't it? It has been

seen that the work is not up to par

with what

the project should have.

So, there have

been many inconsistencies in what's being

presented, right?

So there are jobs that aren't

happening. It has been observed. Let's

see. This work, since they are

asking for the doctor as a reference,

look here, in quotes, see. Nobody

told them to put it in quotation marks, and they

put it in quotation marks. That's wrong. The

period shouldn't be included either, because they'll reject all of that

from the start. Here

is the relationship between the use of

artificial intelligence and the level of

autonomous learning in SEA, correct? So

please keep that in mind. Look, do

you see? It's still here. Look at how he's

writing it,

right? What's happening with the

I currently, how are they citing it? as

I explained.

However,

Latin American research has worked at the

international, national, and local levels, right?

They have worked like this. In the case of SEBA,

of the great admiral of Arequipa, right?

What is he presenting? There is a

gap, but

which author has not pointed out this gap? So

now that I'm explaining, I need this to back it up

. That gap, where is it

coming from, eh, coherence with which

author is holding it back? Yes, follow

this line, Alexandra, yes, your work is

fine, but I need to support it as an

author. Correct?

From there he already talks about his

general objective, his specific objectives.

Likewise, look here, evaluation comes before

determination. Which one is bigger?

Determine or evaluate?

Determine.

Determining would be the overall objective,

right? And there, it would be important to evaluate

the frequency of CHPT use.

Now he's repeating himself because here he's

saying to evaluate the relationship, right?, that

CH GPT has with

autonomous learning. Determining here would be, and

evaluating here, right?, the frequency of

use of CH GPT, nothing more. And in the second one, that would be

identifying,

right? Identify or establish what

the levels of autonomous learning are that

students develop.

So, it's poorly written too. Here

we have the objectives,

and for those who have suddenly taken the

AI ​​course, right? Look,

look, I'm putting your

problem statement. Where is? Here, here I am

going to put that I

am

a

second-

specialty student

in Eva

and I wish to

carry out

the following research.

To do this

I found this

problem statement.

Help me

generate

one

general objective and three specific objectives

for

research

on

the use of GPT chat.

and

self-directed learning.

Self-employed,

correct. And now I'm going to paste this and

send it.

He says, "That's right, Fabiola, you were direct

and coherent, weren't you, for this job." And

there it is.

To analyze the relationship between the use of

CHGPT and autonomous learning of

the CEVA alternative basic education students, to identify the

level of autonomous learning of the

basic education students and to

determine the use of GPT chat and the

dimensions of autonomous learning. I'll change

this determination, right?, for

another one of lower hierarchy. And with that,

at least you have a clear idea. That's what AI is for, that's what

you guys have been working on. Of course, there are

pros that have been

added, placed, and all that

, but that's what the [unclear] is for; it's not

that the colleague has done something different,

but rather that it helps you to

perfect what you are doing.

So, I can tell that

he has read, yes, but he hasn't used

artificial intelligence to

improve his goals, right? So that's where it's

necessary, that's why the pause helps you

based on what you've read, what you've been

improving, how you can

improve in the objectives, refining

certain aspects of the

research work. She's

going to read it for you. There is a

responsibility that you have to read and

paraphrase well, and it

guides you, it gives you light as you do what

you are doing and improving and

perfecting.

Herein lies the justification, the

convenience. Look, see, he

put it all from his own little head.

And where is it? He did

n't just put one here, he

put two here. Well, here it has been cited,

so that it hasn't only been cited

as a starting point the

practical implications.

Now we move on to what is

a hypothesis and there to the

referential framework,

conceptual framework which is AI.

One definition is enough; so

many authors aren't necessary, right?

And then comes

the theoretical framework, which is already there,

what are the theoretical approaches that

exist, right? About AI, right? In other words,

here we are working on the theory of

self-determination, andragogy,

social construction, models, and

relationships. But look, and here it has only served

as a theoretical framework, where is it?

What is artificial intelligence?

What types of

generative artificial intelligence are there for conducting

research or for working with

these

CEVA students, right? What are these

artificial intelligences? What

are the benefits? What is

self-directed learning? foundations,

models, approaches, typologies,

dimensions, there is nothing. Do you realize? There's

still a way to go. So, look, we still have a lot of

work to do. I was

expecting a better-

developed project so I could just cram it and

transfer it to the new model, but as it is,

I can't convert it to thesis format.

First we need to refine the

project to convert it to thesis format,

right? Here too we have the level, the

type, the design, the research, but we

don't have the formula, right? Just like what

the population explains to them, right? Without

any paintings, nothing at all, there are no

inclusion criteria. Nothing else was excluded

. And then comes the operationalization

of the variables. We've also made

rows and columns, not just rows. And

then we have the matrix and then here

is the technical data sheet. The

technical data sheet has been created here, but the owner of

this instrument has not included the instrument's name

, population, or dimensions.

But who does the instrument belong to? We do

n't know who created it, or what

that instrument measures,

right? So many little things are missing.

So look at this, right? Which

also ends here with the

schedule and the budget. All we're going

to do is remove all of

this and it will then go into the

thesis format, right? If I have a good

project, all I do is delete

this and put it in the thesis format.

all this work, but there are

inconsistencies. I ask you to please

read and improve yourselves throughout this month of February. I am

showing you with clear examples where

the inconsistencies in the work are and

everything that needs to be worked on. Nothing is

his, everything belongs to someone.

So, I need you to review and

thoroughly review these assignments, look at them,

internalize them, and

improve them so that you can quickly

turn your work around.

Work is flying by. Relationship between

teachers' socio-emotional skills and the

quality of pedagogical feedback

in the classroom by 2026. Okay. Check.

The cover is fine, that's correct.

Perhaps the problem statement is not what

the author says. Where are the

authors? For me, the

problem statement needs to be supported by

current literature. The way you've set me up

, it's no good to me. It's no use to me. It

is not endorsed by authors. Look, the

justification isn't there either. So,

I'm working on this topic and

I find that this is the same as what's

in my research work. I'm

reporting you

and telling you, you give me civil damages

of 20,000 soles because you haven't summoned me,

and besides that, I'm asking the authorities to

take away your second

specialty title and you lose your job.

Yes, there are laws related to

ethics, specifically

in the university's ethics regulations

. Check it out.

So, I can't do this. I

have to cite where I am

paraphrasing or using some

of these words or phrases. He has to be

summoned. Now that there's so much on

the cloud, if I find a phrase

in my book and thesis that isn't

referenced, I'll report you.

And so there have been many complaints at the

university, and they have lost their degree and

lost their job. And not only

you, but the advisor too. So, the advisor

has an impact on the work,

right? So, it's not that I'm trying to

scare you or horrify you

, but the investigation has to be done

correctly. Correct. You have to read and

paraphrase. It's not that I give the letter I the power to

paraphrase and copy, no. I have to

read. I am responsible for what I am going

to parastrase.

So you have to be very careful and

start working properly.

So the course that has been

given there has been to improve, to perfect

what I am showing you, right?

So it wasn't that he spoke a

different language, was it? It has helped you, just

as I have taught you, it helps you to

improve things, but only if

you read, right? Children's songs and the

development of motor skills, because here

are all those who have

presented from the first phase

and there is the work

here at least you see, look,

current quotes, it's not that I'm

making it up, you see? As I have

explained here, I have also

explained it, but here the gap, that is, what is being

worked on is

fundamentally lacking, right? He's already done it all in

his head. Here again, everything is

taking some references, but see

current, present ones, not past ones

to substantiate the social relevance that

is embracing the gap for

its study.

There are the objectives: to determine the

influence, to analyze, to evaluate, to

identify, to examine. I would only need to

change this view, otherwise it's

fine.

The justification of

social relevance has ultimately led me to

only one more quote; this seems like

a precedent, doesn't it? Remember that the

paragraph should include short, cited quotes,

right? By several authors, or by one or more

authors.

The practical implications. He hasn't

mentioned anyone here. Ah, no, here it says yes there is

one but a lot of text.

Methodological utility also cited there two

authors. See? So all those

aspects that I'm telling you about,

look, they're appearing here on their own,

right? There you have the local background.

In the other work we saw that

chapter 2 started with, uh,

conceptualizing the keywords, right?

So, look, it started with

anteceden here, see? different models,

having the schemes there, make

different models. There you have the

national,

international, and local background information, and it

begins with the theoretical foundations, which are

children's songs, the

importance of children's songs, and the

characteristics of

children's songs. But look who he's

getting those characteristics from. It doesn't

even say, "No, they were taken or

adapted from so-and-so" and puts nothing there.

In other words, this is beach-related. Do you

realize? Improvements that

children's songs generate, improvement of

addiction, but this depends on it being

adapted from so-and-so, from so-and-so,

the author doesn't have to be included, it doesn't cost me anything to

put "adapted", right? From such

authors,

or a compilation of such

authors has been made, and then there is

responsibility here, isn't there? factors that

favor motor development,

right?

Creativity, imagination,

but without citing the authors. So, we have to be

very careful. He

cites some and doesn't cite some; I don't think that came

from his own little head, that must

belong to some author. Already. So,

be very careful about what you are

putting in the theoretical framework. That's why I was

saying, there are great theoretical frameworks,

but there are other theoretical frameworks that are nothing,

right? So there the

research approach is also quantitative,

the level of research is applied,

the study is quasi-experimental. But

where is the formula? There is no

formula, there has to be a formula.

Operationalization,

right? The population is not in the little

box I told you about. If there are

inclusion and exclusion criteria,

procedures, how they are going to do the

research work, they are going to ask for

permission from the institution,

when they are going to apply the instrument, they are going

to ask for informed consent,

right? All of that has to go.

And the technical instruments, you see that there are no

technical data sheets there, there is no

technique, no instrument or

technical data sheet

that they are going to use, right? So,

all of that, these aspects for the next

class, I would like you to perfect the

project because until I validate

the project, if it's good, it

already becomes 50 or 60% of the

thesis. I suggest that you please

read, give yourselves time, and improve what you are

doing. With clear examples, we can

see that we have made

many mistakes and have lacked the time

to read. So, the idea now is

that we start reading, we start

reviewing literature that will allow us to

work correctly, right? do the

study properly because it is your

thesis. Or do you want it

called "

you want

others to write the thesis"?

TRUE. You are the ones who have to

write the thesis. You have a

responsibility.