CJCF synchronous didactic strategies for the development of cognitive competencies in virtual environments in the Professional School of Early Childhood Education, 2022

Abstract

Objective: To verify whether the application of the CJCF Synchronous Didactic Strategies had a positive effect on the development of cognitive competencies in virtual environments among students of the Professional School of Early Childhood Education, Faculty of Education. Method: The scientific method was employed at the levels of analysis and synthesis. A true experimental design was adopted, since the research was oriented toward verifying the effects of the experimental treatment—CJCF Synchronous Didactic Strategies—on the development of cognitive competencies in virtual environments. Results: A statistically significant favorable difference of four points was observed between the pretest and posttest mean scores, which provided evidence of the positive impact of the experimental treatment. Conclusions: It was demonstrated that the implementation of the CJCF Synchronous Didactic Strategies produced a statistically significant improvement in the development of cognitive competencies in virtual environments. The mean score recorded in the pretest was 14, while the posttest mean rose to 18, representing a four-point increase on the institutional grading scale.