Aplicación de textos multimodales para fortalecer el nivel de comprensión inferencial en secundaria
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Date
2026-04-24
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Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como objetivo determinar el impacto de los textos multimodales en la comprensión inferencial de estudiantes de tercer grado de secundaria de una institución educativa pública ubicada en el distrito de San Juan de Miraflores. El estudio se desarrolló bajo el paradigma positivista, con un enfoque cuantitativo, tipo aplicado y un diseño cuasiexperimental. La muestra, de tipo no probabilística, estuvo conformada por 56 estudiantes distribuidos en dos grupos: control (28) y experimental (28). Para la recolección de datos se empleó el instrumento TECOLEIN (Test de Comprensión Lectora Inferencial), el cual permitió aplicar el pretest y diagnosticar el nivel de comprensión inferencial de los estudiantes. La intervención consistió en 12 sesiones de aprendizaje basadas en el uso de textos multimodales, estructuradas para fortalecer las dimensiones léxica, explicativa, predictiva, informativa-lógica y pragmática. Los resultados obtenidos mediante el análisis estadístico demostraron que la aplicación de los textos multimodales incrementó significativamente los niveles de comprensión inferencial en el grupo experimental en comparación con el grupo control. Se concluye que los textos multimodales son una estrategia pedagógica eficaz e innovadora para fortalecer los cinco tipos de comprensión inferencial en los estudiantes de nivel secundario.
This research aimed to determine the impact of multimodal texts on the inferential comprehension of third-year secondary school students at a public educational institution located in the San Juan de Miraflores district. The study was conducted under the positivist paradigm, with a quantitative, applied, and quasi-experimental design. The non-probabilistic sample consisted of 56 students distributed into two groups: a control group (28) and an experimental group (28). Data was collected using the TECOLEIN instrument (Test of Inferential Reading Comprehension), which allowed for the administration of a pretest and the diagnosis of the students' level of inferential comprehension. The intervention consisted of 12 learning sessions based on the use of multimodal texts, structured to strengthen the lexical, explanatory, predictive, informative-logical, and pragmatic dimensions. The results obtained through statistical analysis demonstrated that the application of multimodal texts significantly increased inferential comprehension levels in the experimental group compared to the control group. It is concluded that multimodal texts are an effective and innovative pedagogical strategy for strengthening the five types of inferential comprehension in secondary school students.
This research aimed to determine the impact of multimodal texts on the inferential comprehension of third-year secondary school students at a public educational institution located in the San Juan de Miraflores district. The study was conducted under the positivist paradigm, with a quantitative, applied, and quasi-experimental design. The non-probabilistic sample consisted of 56 students distributed into two groups: a control group (28) and an experimental group (28). Data was collected using the TECOLEIN instrument (Test of Inferential Reading Comprehension), which allowed for the administration of a pretest and the diagnosis of the students' level of inferential comprehension. The intervention consisted of 12 learning sessions based on the use of multimodal texts, structured to strengthen the lexical, explanatory, predictive, informative-logical, and pragmatic dimensions. The results obtained through statistical analysis demonstrated that the application of multimodal texts significantly increased inferential comprehension levels in the experimental group compared to the control group. It is concluded that multimodal texts are an effective and innovative pedagogical strategy for strengthening the five types of inferential comprehension in secondary school students.
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Keywords
Textos multimodales, Comprensión inferencial, Inferencia léxica, Inferencia explicativa, Inferencia informativa-lógica, Inferencia pragmática, Multimodal texts, Inferential comprehension, Lexical inference, Explanatory inference, Informative-logical inference, Pragmatic inference