Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2014.

3. The formal education system from Costa
Rica has some problems. One of them is
the structure of English programs in
public primary schools and public high
schools. There is not a connection
between the topics studied in one level
and the following one. Nowadays, the
majority of students receive English
classes from first grade to eleventh
grade and they finish high school
without speaking English at all.

4. The investigation was developed in the
public high schools Liceo Nocturno
Alfredo Gonzalez Flores and Liceo de
Santa Barbara, as well as in the schools
Joaquin Valerio Camacho Ulate school,
Puente Salas school, and José Ezequiel
Gonzáles school in San Pablo, Heredia.
Also, there are some interviews applied
to teachers from private and public
institutions.

7. 
To make evident the need of curricular
integration of the English plans of MEP
between school and high school.

8. To establish why the objectives and
contents of English Programs for school
and high school do not follow a
sequence.
 To identify the relation of the curricular
plans between school and high school.
 To propose curricular changes to create
a sequence between the primary school
and the high school curriculum.


9. Economic limitation.
 Time.
 Collaboration and availability of schools
and high schools chosen for the
investigation.
 Recollection of the information.


10. The sample will be delimited to two
schools and two high schools in the area
of Heredia.
 The levels chosen for the study are third
and sixth grade from school, seven, ninth
and eleventh grade from high school.


12. “Curriculum is all the
experiences, activities, materials, teaching
methods and other means used by the
professor or kept in mind by him in the sense
of reaching the ends of the Education”
(UNESCO, 1918).
 “Curriculum doesn't refer to what the
student will make in a learning situation, but
to what he will be able to make as
consequence of what he learned.
Curriculum is related with results and not
with learning episodes” Johnson, (1967).


13. Psychologist
 Academic
 Technological
 Dialectical
 Socio constructivism
 Constructivism


14. For education in school and high school to
be
effective,
the
teachers
should
implement the environment according to
the students’ needs to learning, allowing
the pupils space and time to interact within
the learning and teaching process.




Learning environments consist of at least
four essential elements:
Enabling context
Resources
Tools
Scaffolds

15.  The
visual environment
 The external environment
 The internal environment

16.  Sensing
and Intuitive Learners
 Visual and Verbal Learners
 Active and Reflective Learners
 Sequential and Global Learners

17. Maslow’s Hierarchy of Human Needs is
often depicted as a pyramid consisting
of five levels.
 The degree of satisfaction of the needs
determine the level of students’
motivation to study a foreign language.
Motivation, as a key factor in the process
of learning and teaching is defined as
some kind of internal drive which pushes
someone to do things in order to
achieve something.


19. The present investigation was carried out in
three public high schools and schools in
Heredia downtown. The two high schools
are Liceo Nocturno Alfredo Gonzalez Flores
in Heredia downtown and Liceo de Santa
Barbara located in Santa Barbara, Heredia.
The schools are Joaquin Valerio Camacho
Ulate
school
located
in
San
Pedro, Barva, Heredia, Puente Salas school
in Barva, Heredia, and San Pablo school
located in San Pablo Heredia.

20. This study is based on a descriptive and
explicative investigation.
According to Pedro Venegas (1986), the
purpose of a descriptive investigation is to
specify important properties of
people, groups, communities, or any
phenomena submitted to analysis. In this
sense, a series of characteristics are
selected and measured in an independent
way with the purpose of describing what is
being investigated (p. 60).

21. The population selected for this study
includes students from two public high
schools Liceo Nocturno Alfredo Gonzalez
Flores in Heredia downtown and Liceo
de Santa Barbara located in Santa
Barbara, Heredia and three public
schools Joaquin Valerio Camacho Ulate
school
located
in
San
Pedro, Barva, Heredia, Puente Salas
school in Barva, Heredia, and San Pablo
school located in San Pablo Heredia.
Also it includes teachers from different
public and private high school and
school in Costa Rica.

22. The research has been done with public
high school and school students from third,
sixth, seventh, ninth, and eleven grade.
The sample for this study has been chosen
based on the non- probabilistic reference,
that is, the investigator has chosen the
characteristics of the elements in study, like
the age, the grade, the English level, etc,
which represent in a satisfactory manner to
the rest of the population.

23.  Primary
Sources
 Secondary Sources
 Third Sources

24.  Survey
 Personal
Interview

25. University Training
 MEP Cooperation
 Knowledge of the Curriculum Given
 Topics
 School Assessment


28. 5.08%
1.69%
13.56%
47.46%
32.20%
Strongly agree
Agree
Disagree
Strongly disagree
No answer
Source: questionnaire applied to 59 students of third grade (first cycle) in different
public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

29. 7.20%
12.80%
27.20%
Strongly agree
Agree
52.80%
Disagree
Strongly disagree
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the need
of curricular integration between English MEP programs in public schools and
high schools.

30. 0.54%
6.52%
13.04%
33.70%
Strongly agree
Agree
46.20%
Disagree
Strongly disagree
No answer
PRIMARY SCHOOL

31. 10.39%
17.53%
Strongly agree
30.52%
41.56%
Agree
Disagree
Strongly disagree
Source: questionnaire applied to 154 students of seventh and ninth grade (third
cycle) in different public high schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

32. 4.17%
18.75%
16.67%
Strongly agree
Agree
Disagree
60.42%
Strongly disagree
Source: questionnaire applied to 48 students of eleventh grade (diversify
education) in different public high schools as source of information for the thesis:
the need of curricular integration between English MEP programs in public
schools and high schools.

33. 12.38%
14.36%
Strongly agree
37.62%
35.64%
Agree
Disagree
Strongly disagree
HIGH SCHOOL

34. 23.73%
22.03%
Strongly agree
Agree
25.42%
28.81%
Disagree
Strongly disagree
Source: questionnaire applied to 59 students in third grade (first cycle) in
different public primary schools as source of information for the thesis: the need
of curricular integration between English MEP programs in public schools and
high schools.

35. 20.00%
23.20%
Strongly agree
Agree
30.40%
26.40%
Disagree
Strongly disagree
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

36. 5.08%
3.39%
6.78%
27.12%
57.63%
Strongly agree
Agree
Disagree
Strongly disagree
No answer
Source: questionnaire applied to 59 students in third grade (first cycle) in different
public primary schools as source of information for the thesis: the need of curricular
integration between English MEP programs in public schools and high schools.

37. 1.60%
18.40%
26.40%
Strongly agree
Agree
Disagree
24.00%
29.60%
Strongly disagree
No answer
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

38. 5.08%
13.56%
20.34%
27.12%
Strongly agree
Agree
Disagree
33.90%
Strongly disagree
No answer
Source: questionnaire applied to 59 students in third grade (first cycle) in different
public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

39. 4,8%
1,6%
8%
Strongly agree
Agree
33,6%
52%
Disagree
Strongly disagree
No answer
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

40. PRIMARY SCHOOL

41. 18.83%
27.27%
Strongly agree
Agree
22.73%
31.17%
Disagree
Strongly disagree
Source: questionnaire applied to 154 students of seventh and ninth grade (third
cycle) in different public high schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

42. 8.33%
18.75%
33.33%
Strongly agree
Agree
39.58%
Disagree
Strongly disagree
Source: questionnaire applied to 48 students of eleventh grade (diversify
education) in different public high schools as source of information for the thesis:
the need of curricular integration between English MEP programs in public schools
and high schools.

43. HIGH SCHOOL

44. 6.78%
5.08%
13.56%
44.07%
Strongly agree
Agree
Disagree
30.51%
Strongly disagree
No answer
Source: questionnaire applied to 59 students in third grade (first cycle) in different
public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

45. 2,4%
9,6%
Strongly agree
52,8%
35,2%
Agree
Disagree
Strongly disagree
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

46. PRIMARY SCHOOL

47. 4.55% 0.65%
9.74%
44.81%
40.26%
Strongly agree
Agree
Disagree
Strongly disagree
No answer
Source: questionnaire applied to 154 students of seventh and ninth grade (third
cycle) in different public high schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

48. 2.08%
8.33%
22.92%
16.67%
Strongly agree
Agree
Disagree
50.00%
Strongly disagree
No answer
Source: questionnaire applied to 48 students of eleventh grade (diversify
education) in different public high schools as source of information for the thesis:
the need of curricular integration between English MEP programs in public schools
and high schools.

49. HIGH SCHOOL

50. 6.40%
16.00%
29.60%
Strongly agree
Agree
Disagree
48.00%
Strongly disagree
Source: questionnaire applied to 125 students in sixth grade (second cycle) in
different public primary schools as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

51. 1.30%
19,48%
18,83%
Strongly agree
Agree
25.97%
Disagree
38.31%
Strongly disagree
No answer
Source: questionnaire applied to 154 students of seventh and ninth grade (third
cycle) in different public high schools as source of information for the thesis: the
need of curricular integration between English MEP programs in public schools
and high schools.

52. 6.25%
35.42%
20.83%
Strongly agree
Agree
Disagree
37.50%
Strongly disagree
Source: questionnaire applied to 48 students of eleventh grade (diversify
education) in different public high schools as source of information for the thesis:
the need of curricular integration between English MEP programs in public schools
and high schools.

53. HIGH SCHOOL

54. 0.65%
19,48%
18,83%
Strongly agree
Agree
23.38%
28.57%
Disagree
Strongly disagree
No answer
Source: questionnaire applied to 154 students of seventh and ninth grade (third cycle) in
different public high schools as source of information for the thesis: the need of curricular
integration between English MEP programs in public schools and high schools.

55. 2.08%
25.00%
Strongly agree
33.33%
Agree
Disagree
39.58%
Strongly disagree
Source: questionnaire applied to 48 students of eleventh grade (diversify education) in
different public high schools as source of information for the thesis: the need of curricular
integration between English MEP programs in public schools and high schools.

56. HIGH SCHOOL

57. 10.39%
Strongly agree
12.99%
51.30%
25.32%
Agree
Disagree
Strongly disagree
Source: questionnaire applied to 154 students of seventh and ninth grade (third cycle) in
different public high schools as source of information for the thesis: the need of curricular
integration between English MEP programs in public schools and high schools.

58. 16.67%
27.08%
Strongly agree
Agree
18.75%
Disagree
37.50%
Strongly disagree
Source: questionnaire applied to 48 students of eleventh grade (diversify education) in
different public high schools as source of information for the thesis: the need of curricular
integration between English MEP programs in public schools and high schools.

59. HIGH SCHOOL

61. Strongly agree
61.11%
38.89%
Agree
Disagree
Strongly disagree
.
Source: questionnaire applied to 18 English teachers in different public schools
and high schools interviewed as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

62. 5.56%
38.89%
55.56%
Very efficient
Efficient
Inefficient
Very inefficient
.
Source: questionnaire applied to 18 English teachers in different public schools
and high schools interviewed as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

63. 5.56%
16.67%
Very efficient
61.11%
16.67%
Efficient
Inefficient
Very inefficient
No answer
.
Source: questionnaire applied to 18 English teachers in different public schools
and high schools interviewed as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

64. 11.11%
22.22%
Strongly agree
66.67%
Agree
Disagree
Strongly disagree
.
Source: questionnaire applied to 18 English teachers in different public schools
and high schools interviewed as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

65. 22.22%
16.67%
Always
Frequently
61.11%
Seldom
Never
.
Source: questionnaire applied to 18 English teachers in different public schools
and high schools interviewed as source of information for the thesis: the need of
curricular integration between English MEP programs in public schools and high
schools.

67. 




Students from school have a better perception of
English subject than students from high school.
The majority of students consulted still think that a
good English level is taught in public schools and high
schools.
Students from school and high school think that
English programs begin from the most basic contents
in first grade and increase their complexity gradually
once in the current level.
English teachers consulted think that they are not fully
supported by MEP in some ways.
A big part of the students consulted believe they
finish sixth grade of school without at least an
intermediate English level.

68. 





It is necessary to instruct and train teachers so they
can prepare successfully students that would be able
to communicate in the target language.
English teachers should avoid to teach the same
topics in different levels.
Students think a good English level is taught in public
schools and high schools, so teachers can take
advantage of this.
MEP should improve politics and reforms in the English
programs in order to avoid the repetition of topics in
seventh grade.
Teachers should handle the MEP programs and be
attentive to any change done to them.
It is very important that MEP promotes workshops for
teachers so they are aware of
changes, innovations, and any other important
aspect related to teaching the language.

69. Keep students’ motivation to learn
English along school and high school.
 Include in the programs topics of interest
for teenagers so they get involved.
 More interactive and communicative
classes.
 Join efforts from all entities involved.
