La estrategia del microrelato para mejorar la producción de textos en estudiantes de educación secundaria
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Date
2025
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Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como objetivo determinar el efecto de la estrategia del microrrelato en la producción de textos escritos en estudiantes de segundo grado de secundaria de una I.E. ubicada en el distrito de Surco. La investigación se fundamentó en reportes institucionales y resultados externos que evidenciaron dificultades persistentes en la competencia escrita, particularmente en coherencia, adecuación y cohesión. Bajo un enfoque cuantitativo y diseño preexperimental, se llevó a cabo una intervención didáctica centrada en la elaboración de microrrelatos, organizada en tres fases: búsqueda de la idea original, reescritura y revisión final. Para evaluar los resultados, se aplicaron pruebas iniciales y finales, cuyos datos fueron procesados mediante análisis de medidas centrales, la prueba de normalidad de Shapiro-Wilk y la prueba no paramétrica de los rangos con signo de Wilcoxon. A partir de la evidencia obtenida, se identificaron diferencias estadísticamente significativas entre los dos momentos de evaluación, lo que indica mejoras sustanciales en las dimensiones consideradas. En ese sentido, se sostiene que el microrrelato constituye una estrategia de innovación educativa efectiva, ya que estimula la síntesis narrativa, el pensamiento crítico y una apropiación más consciente del lenguaje escrito.
The present research aimed to determine the effect of the micro-story strategy on the written text production of second-year secondary school students at the IE, located in the district of Surco. This research was based on institutional reports and external results that evidenced persistent difficulties in writing skills, particularly in coherence, adequacy, and cohesion. Using a quantitative approach and preexperimental design, a didactic intervention focused on the creation of micro-stories was carried out, organized into three phases: searching for the original idea, rewriting, and final revision. To evaluate the results, pre and post tests were administered, the data of which were processed using central measures analysis, the Shapiro-Wilk normality test, and the nonparametric Wilcoxon signed-rank test. Based on the evidence obtained, statistically significant differences were identified between the two assessment moments, indicating substantial improvements in the dimensions considered. In this sense, it is argued that the micro-story constitutes an effective educational innovation strategy, since it stimulates narrative synthesis, critical thinking, and a more conscious appropriation of written language.
The present research aimed to determine the effect of the micro-story strategy on the written text production of second-year secondary school students at the IE, located in the district of Surco. This research was based on institutional reports and external results that evidenced persistent difficulties in writing skills, particularly in coherence, adequacy, and cohesion. Using a quantitative approach and preexperimental design, a didactic intervention focused on the creation of micro-stories was carried out, organized into three phases: searching for the original idea, rewriting, and final revision. To evaluate the results, pre and post tests were administered, the data of which were processed using central measures analysis, the Shapiro-Wilk normality test, and the nonparametric Wilcoxon signed-rank test. Based on the evidence obtained, statistically significant differences were identified between the two assessment moments, indicating substantial improvements in the dimensions considered. In this sense, it is argued that the micro-story constitutes an effective educational innovation strategy, since it stimulates narrative synthesis, critical thinking, and a more conscious appropriation of written language.
Description
Keywords
Microrrelato, Competencia escrita, Innovación educativa, Estrategia didáctica, Educación secundaria, pensamiento crítico