Aplicación de macrorreglas para mejorar la comprensión lectora en los estudiantes de primer grado de secundaria en una institución educativa del distrito de Chicama, año 2020
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Date
2021
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Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo por propósito determinar la influencia de la aplicación de las macrorreglas en la comprensión lectora en los estudiantes de primer grado de secundaria de la I.E. “Santo Domingo de Guzmán”, Chicama, 2020. Para tal fin se desarrolló un estudio de enfoque cuantitativo, nivel explicativo con diseño de tipo pre-experimental, usando una muestra conformada por 25 estudiantes de la sección B del primer grado de secundaria, a quienes se les aplicó ocho sesiones de aprendizaje sobre el uso de las macrorreglas, como instrumentos de medición se emplearon el cuestionario y la prueba objetiva para medir el nivel de comprensión lectora en un antes y un después del uso de las sesiones de aprendizaje. Luego del recojo de los datos y procesamiento de información se aplicó la prueba T de Student donde se obtuvo un estadístico de prueba (t = -13.591) y un valor de significancia (p = 0.000) siendo menor al error máximo permitido de 0.05, por lo que existió evidencia estadística suficiente para llegar a la conclusión que existe influencia significativa de la aplicación de las macrorreglas en el nivel de la comprensión lectora en los estudiantes de primer grado de secundaria de la institución educativa mencionada en líneas arriba.
The purpose of this research was to determine the influence of the application of macro-rules on reading comprehension in first grade high school students of the I.E. “Santo Domingo de Guzmán”, Chicama, 2020. For this purpose, a study with a quantitative approach was developed, an explanatory level with a pre-experimental design, using a sample made up of 25 students from section B of the first grade of secondary school, at who were given eight learning sessions on the use of macro-rules, as measurement instruments, the questionnaire and the objective test were used to measure the level of reading comprehension before and after the use of the learning sessions. After data collection and information processing, the Student's t test was applied where a test statistic was obtained (t = -13.591) and a significance value (p = 0.000) being less than the maximum permissible error of 0.05, for There was sufficient statistical evidence to conclude that there is a significant influence of the application of macro-rules on the level of reading comprehension in first-grade high school students from the educational institution mentioned above.
The purpose of this research was to determine the influence of the application of macro-rules on reading comprehension in first grade high school students of the I.E. “Santo Domingo de Guzmán”, Chicama, 2020. For this purpose, a study with a quantitative approach was developed, an explanatory level with a pre-experimental design, using a sample made up of 25 students from section B of the first grade of secondary school, at who were given eight learning sessions on the use of macro-rules, as measurement instruments, the questionnaire and the objective test were used to measure the level of reading comprehension before and after the use of the learning sessions. After data collection and information processing, the Student's t test was applied where a test statistic was obtained (t = -13.591) and a significance value (p = 0.000) being less than the maximum permissible error of 0.05, for There was sufficient statistical evidence to conclude that there is a significant influence of the application of macro-rules on the level of reading comprehension in first-grade high school students from the educational institution mentioned above.
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Keywords
Educación, Tecnología educatiba, Comunicación, Lectura