El aula invertida favorece la comprensión lectora en educación secundaria
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Date
2026-03-20
Journal Title
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Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio determina la influencia de la metodología aula invertida en la comprensión lectora aplicada a estudiantes de primer grado de secundaria de una institución educativa ubicada en San Juan de Miraflores, Lima. Se utilizó un enfoque cuantitativo con un diseño cuasi experimental, en el que participaron dos grupos de estudiantes: el grupo experimental, en el cual se empleó la metodología y el grupo de control, que continuó con una enseñanza tradicional sin ninguna intervención. Para la recolección de datos se utilizó un cuestionario y se aplicaron pruebas de pretest y postest para evaluar el rendimiento en la variable dependiente. El grupo experimental mostró avances en los niveles de comprensión lectora. En el pretest, el 30 % de los estudiantes se ubicó en el nivel satisfactorio; no obstante, en el postest este porcentaje aumentó al 73 %. Esto evidencia un fortalecimiento de las habilidades lectoras, desde la identificación de datos explícitos en el texto hasta la capacidad de realizar inferencias y justificar opiniones de manera crítica. Se puede concluir que el aula invertida contribuye de manera significativa la comprensión lectora en estudiantes de primer grado de secundaria.
This study determines the influence of the flipped classroom methodology on reading comprehension among first-grade secondary school students from an educational institution located in San Juan de Miraflores, Lima. a quantitative approach with A quasi-experimental design was employed, involving two groups of students: an experimental group, in which the methodology was implemented, and a control group, which continued with traditional instruction without any intervention. Data were collected using a questionnaire, and pretest and posttest assessments were administered to evaluate performance in the dependent variable. The experimental group showed significant improvements at the literal, inferential, and critical levels of reading comprehension. In the pretest, 30% of the students were at a satisfactory level; however, in the posttest, this percentage increased to 73%. This demonstrates a strengthening of reading skills, ranging from the identification of explicit information in the text to the ability to make inferences and critically justify opinions. Therefore, it can be concluded that the flipped classroom significantly contributes to reading comprehension among first-grade secondary school students.
This study determines the influence of the flipped classroom methodology on reading comprehension among first-grade secondary school students from an educational institution located in San Juan de Miraflores, Lima. a quantitative approach with A quasi-experimental design was employed, involving two groups of students: an experimental group, in which the methodology was implemented, and a control group, which continued with traditional instruction without any intervention. Data were collected using a questionnaire, and pretest and posttest assessments were administered to evaluate performance in the dependent variable. The experimental group showed significant improvements at the literal, inferential, and critical levels of reading comprehension. In the pretest, 30% of the students were at a satisfactory level; however, in the posttest, this percentage increased to 73%. This demonstrates a strengthening of reading skills, ranging from the identification of explicit information in the text to the ability to make inferences and critically justify opinions. Therefore, it can be concluded that the flipped classroom significantly contributes to reading comprehension among first-grade secondary school students.
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Keywords
Aula invertida, Comprensión lectora, Aprendizaje activo, Metodología innovadora, Educación secundaria, Flipped Classroom, Reading comprehension, Active learning, Innovative methodology, Secondary education