Estrategia de inferencia en comprensión lectora en estudiantes de secundaria por entornos virtuales
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El objetivo de la investigación fue demostrar la influencia significativa de la aplicación de la estrategia de inferencia en la comprensión lectora en los estudiantes del primer año de educación secundaria por entornos virtuales. Se utilizó enfoque cuantitativo, método hipotético-deductivo, diseño cuasiexperimental. La población total investigada fue de 120 estudiantes, la muestra fue de 60 participantes, constituido por un grupo experimental GE de 30 y un grupo control GC de 30 estudiantes del primer año de secundaria de la I.E. N° 2032 "Manuel Scorza Torres" de Lima Metropolitana. Los resultados obtenidos en la hipótesis general, con un p=0,000 en la prueba U de Mann-Whitney, rechazó la hipótesis nula, y aceptar que, la aplicación de la estrategia de inferencia influye significativamente en la comprensión lectora de los estudiantes del primer año de educación secundaria.
The objective of the research was to demonstrate the significant influence of the application of the inference strategy on reading comprehension in students of the first year of secondary education through virtual environments. Quantitative approach, hypothetical-deductive method, quasi-experimental design was used. The total population investigated was 120 students, the sample was 60 participants, made up of an experimental group of 30 GE and a control group CG of 30 students of the first year of high school of the I.E. N ° 2032 "Manuel Scorza Torres" of Metropolitan Lima. The results obtained in the general hypothesis, with a p = 0.000 in the Mann-Whitney U test, rejected the null hypothesis, and accept that the application of the inference strategy significantly influences the reading comprehension of the first-year students. Secondary education.
The objective of the research was to demonstrate the significant influence of the application of the inference strategy on reading comprehension in students of the first year of secondary education through virtual environments. Quantitative approach, hypothetical-deductive method, quasi-experimental design was used. The total population investigated was 120 students, the sample was 60 participants, made up of an experimental group of 30 GE and a control group CG of 30 students of the first year of high school of the I.E. N ° 2032 "Manuel Scorza Torres" of Metropolitan Lima. The results obtained in the general hypothesis, with a p = 0.000 in the Mann-Whitney U test, rejected the null hypothesis, and accept that the application of the inference strategy significantly influences the reading comprehension of the first-year students. Secondary education.
Description
Vol. 5, No. 21