Bienvenidos al sitio virtual UNIVERSIDAD MAGISTER que contiene importantes trabajos de investigación de nuestros profesionales. Con estos Mares Azules esperamos cooperar en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Por tener Propiedad Intelectual, queda prohibida su reproducción parcial o total, a excepción de que los compartan como citas de autor o referencias bibliográficas. Esta información quedará a disposición en el portal www.umagister.com. Disfruten de este magno contenido bibliográfico esperando sus amables comentarios, no sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN ENSEÑANZA
DEL INGLÉS
“A DESCRIPTIVE STUDY ON THE
EFFECTS OF IMPLEMENTING A
CULTURE OF PEACE IN ENGLISH
COURSES OF 7TH GRADERS AT CINDEA
SAN ANTONIO, 2019”
HERBERT HENRY WHITTINGHAM CHANNER
SAN JOSÉ, MAYO, 2019

2. JUSTIFICATION
This research is to find the proper methodologies and
techniques to emphasis need of developing the skills of
the students regarding Culture of Peace in their
classroom. Therefore to increase their interests to relate
with others into the classroom and out of the classroom
as well, noticing that in Costa Rican there is a high rate
of violence on the street as well as in some or many
homes. This factor is a major, taking into account that
students experience in home family troubles.

3. PROBLEM STATEMENT
How to implement a Culture of Peace in English courses with 7th
graders, focus in the academic performance of the students for the
accomplishment of the task at CINDEA San Antonio, 2019?

4. GENERAL OBJECTIVE
To determine the English academic performance of 7th
graders for developing a Culture of Peace in the EFL
classroom as a pilot plan in accordance with the program
of the MEP at CINDEA San Antonio, 2019.

5. SPECIFIC OBJECTIVES
• To determine the deficiencies of the curricular program of
CINDEA in the application of a Culture of Peace in English
courses.
• To analyze the strategies used by teachers in the inclusion of a
Culture of Peace among the application of methodologies.
• To identify suitable activities for the population of CINDEA
enhancing a Culture of Peace.

6. SPECIFIC OBJECTIVES
• To dissect the influence of implementing Culture of Peace in 7th
graders among the rest of students.
• To develop a Proposal of mediation strategies for improving the
effects of Culture of Peace on students at CINDEA.

7. VARIABLES
• Deficiencies of the curricular program of CINDEA.
• Strategies used by teachers in the inclusion of a Culture
of Peace.
• Suitable activities to enhance a Culture of Peace.
• Influence of implementing Culture of Peace with students
of CINDEA.

8. THE INSTITUTION FRAMEWORK
• CINDEA San Antonio is located in Roxana, Pococí, Limón
• The CINDEA San Antonio belonged, in the year 2014, to CINDEA
the Rita as a satellite. In the year 2015 it was established as an
independent institution with the satellite of Leticia (CAI de Pococí).
Currently it belongs to the circuit 05 of the town of San Antonio. At
present the CINDEA San Antonio has experienced an important
growth in relation to its first year of operation. It has the
headquarters in the facilities of Liceo San Antonio, as well as four
satellites. La Leticia (CAI Pococí), El Limbo, Pueblo Nuevo and
Llano Bonito.

9. THE INSTITUTION FRAMEWORK
• It has a total population of almost 575 students
• 96 students are from 7th grade.
• The institution staff is approximately 60 teachers and the English
teachers are 7.

10. THEORETICAL FRAMEWORK
Colonial education had as a backdrop the processes of
catechization, the Constitute Assembly of Cádiz, the first
schools and the teaching House of Saint Thomas. During
colonial life there was no formal education process assumed
by the colonial State or by colonial society.

11. THEORETICAL FRAMEWORK
In the 1990-1994 administration of President Rafael Ángel
Calderón Fournier, the ministerial educational policy focused on
defining six priority areas: values, Education for the experience of
democracy, Integral quality of education, ecological, scientific and
technological education, educational and cultural opportunities. On
16 October 1990, the curricular educational policy was approved

12. CINDEA
These are born with the aim of incorporating different educational
modalities (academic and technical) whose central characteristic is
flexibility. It also aims to aim for comprehensive educational care
through mainstream education, basic and diversified General
education and emergent education (emergent courses and mid-
level technician careers)

13. CULTURE OF PEACE
Taking the year 2000 as a new beginning, we try to make the world
aware of the need to have a culture of non-violence and this requires
the participation of all in this evolutionary change, in which 5 main
parameters will help us to forge a more just world or, more solidarity,
more free, dignified and harmonious, and with better prosperity for all.

14. CULTURE OF PEACE
Movement for a culture of peace, by October 2006, the Movement for
a Culture of Peace included approximately 700 organizations, which
participated in a report on progress in that culture in the year 2005.
This report was adopted by the UN General Assembly in 2005, was
specifically recognized by Bangladesh, the European Union, Qatar,
the Fiji Islands and Thailand. Peace is peace.

15. CULTURE OF PEACE
A global movement to forge a Culture of Peace is to make children
and adults understand and respect freedom, justice, democracy,
human rights, tolerance, equality and solidarity. This implies a
collective rejection of violence.

16. CULTURE OF PEACE
The concept of a Culture of Peace has been set up under the
umbrella of a vast sociopolitical movement that brings together
interlocutors from the United Nations system and many other
instances.
The Culture of Peace is a response to all these threats, a search for
solutions that cannot be imposed from the outside but must come
from society itself.

17. TYPES OF RESEARCH
• DESCRIPTIVE RESEARCH The goal of descriptive investigation is
to describe. It should provide factual, accurate and systematic
descriptions of phenomena without attempting to infer causal
relationships. It does not answer questions about the how, when, or
why a particular phenomenon occurred.
• EXPLORATORY RESEARCH The exploratory research is as the
name implies, intends merely to explore the research questions and
does not intend to offer final and conclusive solutions to existing
problems. This type of research is usually conducted to study a
problem that has not been clearly defined yet.

18. APPROACHES
• QUANTITATIVE APPROACH: Quantitative analysis involves using scientific or mathematical
data to understand a problem, such as analyzing surveys to predict consumer demand. This
contrasts with a qualitative approach, which uses a more social methodology, like interviewing
people. Hernández Sampieri: (2014:4)
• QUALITATIVE APPROACH: Qualitative research consist on analyzes information from direct
field word observation, in depth interviews and written documents, for that reason, quantitative
researches study real world settings inductively to generate rich narrative descriptions and
construct case studies.
• MIXED APPROACH: Mixed methods combines theoretical and or technical aspects of
quantitative and qualitative research within a particular study.

19. SUBJECTS AND SOURCES OF INFORMATION
• SUBJECTS The subjects are all 7th graders of all the satellites of
the CINDEA San Antonio, Roxana District, province of Limón, were
taken. The choice is because the population has difficult conditions
of access to the learning process.
• SOURCES OF INFORMATION Sources research sources are
conceived as objects or people that generate data and provide
information. The sources to be used in this study is intent to be
obtained from books, websites and English teachers.

20. POPULATION AND SAMPLE
• POPULATION: The population will be, 96 seventh graders, from
the CINDEA San Antonio; they will provide part of the information
required.
• SAMPLE: The sample will be 27 students from 7th grade from
CINDEA San Antonio applying quantitative selected instruments for
this research (questionnaire) as well as applying the qualitative
approach (observation and interviews).

21. TECHNICAL INSTRUMENTS TO COLLECT DATA
The instrument to collect the data are the questionnaire, interview,
and observation which is directed to the students of the CINDEA San
Antonio. At the end it will provide diagnostic of the group.

22. TECHNICAL INSTRUMENTS TO COLLECT DATA
• OBSERVATION As the name implies, is a way of collecting data
through observing. Observation was directed 7th graders class.
• INTERVIEW An interview is a conversation where open questions
are asked and answers are given. In common parlance. Interview
was absorbed by ESL teachers.
• QUESTIONNAIRE A questionnaire is a research instrument
consisting of a series of closed questions. The questionnaire was
focused on 7th graders students.

23. ANALYSIS OF THE QUESTIONNAIRES
KNOWLEDGE OF THE STUDENTS ABOUT MEDIATION
ACTIVITIES RELATED TO CULTURE OF PEACE

24. ANALYSIS OF THE QUESTIONNAIRES
FREQUENCY OF THE APPLICATION OF PEACE OF CULTURE
ACTIVITIES IN THE CLASS

25. ANALYSIS OF THE QUESTIONNAIRES
EXPERIENCE OF THE STUDENTS IN THE USE OF STRATEGIES
RELATED TO CULTURE OF PEACE

26. ANALYSIS OF THE QUESTIONNAIRES
APPRECIATION OF THE STUDENTS REGARDING TO CLASS
PARTICIPATION

27. ANALYSIS OF THE QUESTIONNAIRES
REGARDING TO THE USE THAT IS GIVEN TO ACTIVITIES IN THE
INCLUSION OF CULTURE OF PEACE DURING CLASS

28. ANALYSIS OF THE QUESTIONNAIRES
ABOUT THE FEASIBILITY OF USING CULTURE OF PEACE
ACTIVITIES IN CLASSES

29. ANALYSIS OF THE QUESTIONNAIRES
FREQUENCY IN THE USE OF GAMES DURING THE CLASS
DEVELOPMENT

30. ANALYSIS OF THE QUESTIONNAIRES
PERCEPTION ABOUT APPROPIATE TEACHING METHODS IN
RELATION TO THE CAPACITY OF THE STUDENTS

31. CONCLUSIONS
• The Costa Rican Ministery of Education is concern about this
situation and trying to develop programs that might improve the
students learning to increase the Bachillerato exams good results.
• As one of the main factors, the behavior of the students is difficult to
develop, specifically for night shift high school students in this case
the CINDEA modality, where there learning a second language
proficiency is very low, in addition external facts that affect their
performance.

32. COST OF THE STUDY
ITEM QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Professional hours 16 13.602.60 136.026.00 219,39
Cost of copies 22 20.00 440.00 1,40
Transportation 10 620.00 6.200.00 10,00
Cost of Thesis
drafts
400 20.00 8.000.00 12,91
Total 150.666.00 243,70

33. RECOMMENDATIONS
• Modify the program in class to suit students needs.
• Use accurate activities according to the time planned.
• Precise activities that are related to students.
• Entire institution should assist the school community.

34. PROPOSAL OF MEDIATION STRATEGIES FOR IMPROVING THE
RESULTS OF CULTURE OF PEACE ON STUDENTS AT CINDEA
SAN ANTONIO
GENERAL OBJECTIVE
To design activities that improve the implementation of Culture of
Peace in CINDEA for teachers for using in their classrooms and to
encourage the participation of the same students and teachers also.

35. SPECIFIC OBJECTIVES
• To develop activities that helps and improves on the
implementation of Culture of Peace in the students for
encouraging interpersonal skills that allow them to be
adequately skilled.
• To train the teachers in the knowledge of the use of Culture
of Peace in their classrooms.

36. S.W.O.T. ANALYSIS
• STRENGHT An important strength of this proposal is that there
is a high probability to find a varied examples of suitable games
for development of Culture of Peace.
• WEAKNESSES Students are not accustomed to activities
regarding Culture of Peace.

37. S.W.O.T. ANALYSIS
• OPPORTUNITIES Mostly of our students like to participate and
to get involve in new things, somehow, they may like different
activities more tan others.
• THREAT Lack of time is one of the biggest threat the teacher will
face to achieve the goal, also the possibility that the games or
activities might not be of the like of every student.

38. DEVELOPMENT OF THE PROPOSAL
• Activities that facilitate the Culture of Peace in EFL classrooms,
where students work in groups by giving and accepting ideas to
develop a specific task.
• Workshops for training teachers in the use of Culture of Peace,
this is because of unexperienced teachers to develop it, whether
in or out of class.

39. DEVELOPMENT OF THE PROPOSAL
-Negotiating
Objective
1. Identify the values that generate differences between people.
2. Explore the conflicts that may arise as a result of these differences.
3. Negotiate to coordinate different personal styles.
• Time required: approximately 1 hour.
• Group size: size is indifferent but yes, they have to be a multiple number of three.
• Place: Ample space in which all the trios can interact without disturbing each
other.
• Materials needed: Blackboard and something to write about (chalks or markers).

40. DEVELOPMENT OF THE PROPOSAL
• Steps to follow:
1. The facilitator exhibits a list of adjectives that are often used to describe
people. For example: assertive, hardworking, sociable, dynamic, etc.
2. It chooses one of these adjectives that is interesting for the participants
and makes them put in a row where the ends represent each of the
poles of the feature and the participants are placed among them as they
feel more affinity.
3. The people at each end form a trio along with the one that is right in the
middle that will perform the work of observer. In the same way, all the
trios are formed and they take a seat in the room.

41. DEVELOPMENT OF THE PROPOSAL
4. In groups, each of the opponents describes themselves relating to the
chosen feature.
5. The couple talks about how their differences end up being
complemented, and then how they are a potential conflict.
6. Each couple negotiates on how they can complement each other and
how to resolve the conflict, if it exists, in a constructive way.
7. A large group discussion on how each of them has felt, what tools they
used in the negotiation and counting on the opinion of the observers.

42. IMPACTS OF THE PROPOSAL
ACADEMIC IMPACT: It is expected to 7th graders in CINDEA San
Antonio which are the major audience, also they are the ones this
Project is intended for increasing their abilities and relate among
others and peers.
NATIONAL IMPACT: Innovate a classroom activity for the purpose of
making more students to be prepared for the government national
test in the English subject, which is a large gap in comparison with
other high school modalities and by improving students skills in
creating Culture of Peace in their classrooms it will positively affect
nation wide.

43. IMPACTS OF THE PROPOSAL
NATIONAL IMPACT: This proposal pretends to impact positively in
the institution besides the students, therefore, to avoid as possible
violence in Costa Rica that has increase in late years and at the
same time is affecting the students in and out classrooms.

44. OTHER STUDIES DERIVED
.
• Work this activities in home for children.
• Work with in centers for teenagers.
• Workshops for facilitator that work with crowds

45. THANKS FOR YOUR ATTENTION