Estrategia QQQ en la mejora de los textos argumentativos en Educación Superior
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La estrategia QQQ, que se desglosa en "Qué veo", "Qué no veo" y "Qué infiero", se aplicó en la redacción de textos argumentativos con el objetivo de evaluar su influencia en la mejora de dichos textos entre estudiantes de educación superior. Este estudio, de tipo aplicado, con enfoque cuantitativo y diseño experimental, incluyó una población de 6000 estudiantes y una muestra de 98: 50 en el grupo control y 48 en el experimental. Se utilizó un cuestionario como instrumento de evaluación, y la confiabilidad se determinó mediante el coeficiente de Kuder-Richardson (0,877). Los resultados del pretest mostraron que ambos grupos se encontraban en una fase inicial. Sin embargo, tras la aplicación de la estrategia QQQ, el grupo experimental alcanzó un 85,4% en la fase de proceso en el posttest, mientras que el grupo control solo logró un 18% en la fase inicial. De acuerdo con la prueba no paramétrica U de Mann-Whitney, el grupo experimental mostró una mejora significativa, alcanzando un 73,53%, en contraste con el 26,43% del grupo control. En conclusión, la estrategia QQQ mostró una influencia del 46,5% en la mejora de la redacción de textos argumentativos.
The QQQ strategy, which is broken down into "What I see", "What I don't see" and "What I infer", was applied in the writing of argumentative texts with the aim of evaluating its influence on the improvement of such texts among higher education students. This study, of an applied type, with a quantitative approach and experimental design, included a population of 6000 students and a sample of 98: 50 in the control group and 48 in the experimental group. A questionnaire was used as the evaluation instrument, and reliability was determined by the Kuder-Richardson coefficient (0.877). The pretest results showed that both groups were in an initial phase. However, after the application of the QQQ strategy, the experimental group achieved 85.4% in the process phase in the posttest, while the control group only achieved 18% in the initial phase. According to the nonparametric Mann-Whitney U test, the experimental group showed a significant improvement, reaching 73.53%, in contrast to the 26.43% of the control group. In conclusion, the QQQ strategy showed an influence of 46.5% in the improvement of argumentative text writing.
The QQQ strategy, which is broken down into "What I see", "What I don't see" and "What I infer", was applied in the writing of argumentative texts with the aim of evaluating its influence on the improvement of such texts among higher education students. This study, of an applied type, with a quantitative approach and experimental design, included a population of 6000 students and a sample of 98: 50 in the control group and 48 in the experimental group. A questionnaire was used as the evaluation instrument, and reliability was determined by the Kuder-Richardson coefficient (0.877). The pretest results showed that both groups were in an initial phase. However, after the application of the QQQ strategy, the experimental group achieved 85.4% in the process phase in the posttest, while the control group only achieved 18% in the initial phase. According to the nonparametric Mann-Whitney U test, the experimental group showed a significant improvement, reaching 73.53%, in contrast to the 26.43% of the control group. In conclusion, the QQQ strategy showed an influence of 46.5% in the improvement of argumentative text writing.
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Vol. 8, No. 34