Mentefactos conceptuales para fortalecer los niveles de compresión lectora en estudiantes de Educación Secundaria
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Date
2025-01
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Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
En el contexto actual, la comprensión lectora constituye un reto importante en la educación secundaria, dado que es fundamental no solo para alcanzar altos estándares académicos, sino también para lograr una formación integral en los estudiantes. Esta competencia resulta crucial para adquirir conocimientos, fomentar el pensamiento crítico y fortalecer la comunicación efectiva. El estudio denominado "Mentefactos conceptuales para fortalecer los niveles de comprensión lectora " plantea una estrategia novedosa que emplea los mentefactos conceptuales como una herramienta pedagógica orientada a potenciar los niveles de comprensión lectora. Estudio de tipo cuantitativo y de diseño cuasi experimental, tuvo como propósito comprobar la eficacia de la aplicación del mentefacto conceptual incrementa los niveles de comprensión lectora en los discentes de primer grado de secundaria. La población estuvo conformada por 210 discentes, pertenecientes al primer año, a quienes se les aplicó un cuestionario. El resultado presenta un (p<0.05) por lo que se rechaza la hipótesis nula y se acepta la hipótesis alterna, concluyendo que la aplicación del mentefacto conceptual propuesto por Zubiría incrementa los niveles de comprensión lectora de los discentes de 1er grado de secundaria.
In the current context, reading comprehension is an important challenge in secondary education, since it is essential not only to achieve high academic standards, but also to achieve a comprehensive education in students. This skill is crucial to acquire knowledge, foster critical thinking and strengthen effective communication. The study called "Conceptual mind maps to strengthen reading comprehension levels" proposes a novel strategy that uses conceptual mind maps as a pedagogical tool aimed at enhancing reading comprehension levels. This quantitative study with a quasi-experimental design aimed to verify the effectiveness of the application of the conceptual mind map in increasing reading comprehension levels in first-grade secondary school students. The population consisted of 210 students, belonging to the first year, to whom a questionnaire was applied. The result presents a (p<0.05) so the null hypothesis is rejected and the alternative hypothesis is accepted, concluding that the application of the conceptual mind map proposed by Zubiría increases the reading comprehension levels of first grade high school students.
In the current context, reading comprehension is an important challenge in secondary education, since it is essential not only to achieve high academic standards, but also to achieve a comprehensive education in students. This skill is crucial to acquire knowledge, foster critical thinking and strengthen effective communication. The study called "Conceptual mind maps to strengthen reading comprehension levels" proposes a novel strategy that uses conceptual mind maps as a pedagogical tool aimed at enhancing reading comprehension levels. This quantitative study with a quasi-experimental design aimed to verify the effectiveness of the application of the conceptual mind map in increasing reading comprehension levels in first-grade secondary school students. The population consisted of 210 students, belonging to the first year, to whom a questionnaire was applied. The result presents a (p<0.05) so the null hypothesis is rejected and the alternative hypothesis is accepted, concluding that the application of the conceptual mind map proposed by Zubiría increases the reading comprehension levels of first grade high school students.
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Keywords
Comprensión lectora, Nivel literal, Nivel inferencial, Nivel crítico, Mentefactos conceptuales, Aprendizaje