https://hdl.handle.net/10259/9522 Mon, 20 Apr 2026 15:55:08 GMT 2026-04-20T15:55:08Z https://hdl.handle.net/10259/10504 Dataset on the effectiveness of a music programme for pre-school pupils in a community of Castilla y León Escudero Carrascal, Celia; Fernández Hawrylak, María; Ortega Sánchez, Delfín; Ruiz Palomo, Mª Esther The data set is made up of the four data collection instruments that were used for the evaluation of the music programme designed for Early Childhood Education students. These are: the CER questionnaire for the evaluation of musical expression, attentional processes and social skills together with an Inventory of Signs, and for the evaluation of the programme, the CEP and CEF questionnaires. Mon, 26 May 2025 00:00:00 GMT https://hdl.handle.net/10259/10504 2025-05-26T00:00:00Z https://hdl.handle.net/10259/9521 Table A1. Protocol for monitoring the use of metacognitive strategies during group collaborative interaction (POMSCI) (Sáiz-Manzanares, 2024) (teaching year first year of the COVID 19 pandemic vs. second year), covariate (type of degree) on satisfaction and learning responses into the of Journal Comunicar" ISSN:1134-3478 Sáiz Manzanares, María Consuelo; Martin, Caroline Françoise; González Díez, Irene; Jiménez Eguizábal, Alfredo; Calvo Rodríguez, Alberto; Varela Vázquez, Carmen; Almeida, Leandro; Velasco Saiz, Rut The study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were: 1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. 2) To test whether there were significant differences in students' learning outcomes depending on whether or not they had participated in the interaction moni-toring during collaborative interaction. Test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favour of the col-laborative groups of Biomedical Engineering students. Also, students who participated in moni-toring collaborative group in both clusters obtained better learning outcomes. Lastly, the assign-ment groups are exactly related to the collaboration groups with respect to the use of metacogni-tive strategies in the final measurement. Sat, 31 Aug 2024 00:00:00 GMT https://hdl.handle.net/10259/9521 2024-08-31T00:00:00Z