Comprensión de textos en estudiantes del ciclo avanzado de educación básica alternativa: un estudio comparativo
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Tribunal
Abstract
La presente investigación trata sobre la problemática de la comprensión de textos en los estudiantes del ciclo avanzado de la Educación Básica Alternativa (EBA), el objetivo general ha sido determinar las diferencias significativas que existen en la comprensión de textos de estudiantes de modalidades presencial y semipresencial. Asimismo, se ha seguido un enfoque cuantitativo de diseño no experimental comparativo con una muestra total de 55 estudiantes y la aplicación de cuestionarios que permitieron medir la comprensión lectora en sus tres dimensiones. En los resultados se pudo comprobar que el 70% de los estudiantes que alcanzan los niveles de comprensión literal, un 30% que alcanzan el nivel inferencial y un 79% que tienen un rendimiento bajo en comprensión crítica. No hay diferencias significativas entre ambas modalidades. Por lo que se evidencia, deficiencias en la aplicación de estrategias educativas por parte de los docentes, que permitan trabajar la comprensión crítica e inferencial en los estudiantes.
This research addresses the problem of text comprehension among students in the advanced cycle of Alternative Basic Education (EBA). The general objective was to determine the significant differences that exist in text comprehension between students from in-person and blended learning modalities. A quantitative, comparative, non-experimental design approach was followed with a total sample of 55 students and the application of questionnaires that allowed measuring reading comprehension in its three dimensions. The results showed that 70% of the students reached the literal comprehension level, 30% reached the inferential level, and 79% had low performance in critical comprehension. There were no significant differences between the two modalities. Therefore, there are deficiencies in the application of educational strategies by teachers to work on students' critical and inferential comprehension.
This research addresses the problem of text comprehension among students in the advanced cycle of Alternative Basic Education (EBA). The general objective was to determine the significant differences that exist in text comprehension between students from in-person and blended learning modalities. A quantitative, comparative, non-experimental design approach was followed with a total sample of 55 students and the application of questionnaires that allowed measuring reading comprehension in its three dimensions. The results showed that 70% of the students reached the literal comprehension level, 30% reached the inferential level, and 79% had low performance in critical comprehension. There were no significant differences between the two modalities. Therefore, there are deficiencies in the application of educational strategies by teachers to work on students' critical and inferential comprehension.
Description
Vol. 5, No. 12
Keywords
Comprensión lectora, Educación Básica Alternativa, modalidades educativas, habilidades cognitivas, estrategias pedagógicas, Reading comprehension, Alternative Basic Education, educational modalities, cognitive skills, pedagogical strategies, Compreensão leitora, Educação Básica Alternativa, modalidades educativas, competências cognitivas, estratégias pedagógicas