Método Dolorier para mejorar la comprensión lectora en estudiantes de Educación Primaria en una institución educativa pública - Trujillo, 2022
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente trabajo de investigación tuvo como objetivo determinar cómo el método Dolorier incrementa la comprensión lectora en los discentes del 3° grado de Educación Primaria de la I.E. N° 81011 "Antonio Raimondi" de Trujillo del año 2022. El tipo de estudio fue aplicado, de diseño cuasiexperimental, donde se buscó la influencia del estímulo (método Dolorier) en el grupo experimental; se contó con una muestra de 58 discentes del 3° grado, lo que permitió aplica preprueba y posprueba, así como la aplicación del estímulo. La validez de dichos instrumentos se dio mediante juicio de expertos y en la confiabilidad del instrumento de la comprensión lectora se usó la prueba estadística Kuder – Richardson Formula 20 dando una confiabilidad de 0.81, confirmando una confiabilidad buena de dicho instrumento. Los resultados obtenidos nos permitieron concluir que método Dolorier no incrementa de manera significativa la comprensión lectora en los discentes del 3° grado de Educación Primaria de la I.E. N° 81011 "Antonio Raimondi" de Trujillo del año 2022, según la prueba de hipótesis U de Mann – Whitney porque se obtuvo un valor p = 0,380 > 0,05.
The objective of this research was to determine how the Dolorier method improves reading comprehension in students in the third grade of Primary Education at the Educational Institution N°. 81011 "Antonio Raimondi" in Trujillo in the year 2022. The type of study was applied, with a quasi-experimental design, where the influence of the stimulus (Dolorier method) was sought in the experimental group; there was a sample of 58 students in the third grade, which allowed the application of the pre-test and post-test, as well as the application of the stimulus. The validity of these instruments was assessed by means of expert judgement, and the reliability of the reading comprehension instrument was assessed using the Kuder-Richardson Formula 20 statistical test, which gave a reliability of 0.81, confirming the good reliability of this instrument. The results obtained allowed us to conclude that the Dolorier method does not significantly improve reading comprehension in students in the third grade of Primary Education at the Educational Institution No. 81011 "Antonio Raimondi" in Trujillo in the year 2022, according to the U Mann-Whitney hypothesis test because a p = 0.380 > 0.05 was obtained.
The objective of this research was to determine how the Dolorier method improves reading comprehension in students in the third grade of Primary Education at the Educational Institution N°. 81011 "Antonio Raimondi" in Trujillo in the year 2022. The type of study was applied, with a quasi-experimental design, where the influence of the stimulus (Dolorier method) was sought in the experimental group; there was a sample of 58 students in the third grade, which allowed the application of the pre-test and post-test, as well as the application of the stimulus. The validity of these instruments was assessed by means of expert judgement, and the reliability of the reading comprehension instrument was assessed using the Kuder-Richardson Formula 20 statistical test, which gave a reliability of 0.81, confirming the good reliability of this instrument. The results obtained allowed us to conclude that the Dolorier method does not significantly improve reading comprehension in students in the third grade of Primary Education at the Educational Institution No. 81011 "Antonio Raimondi" in Trujillo in the year 2022, according to the U Mann-Whitney hypothesis test because a p = 0.380 > 0.05 was obtained.
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Keywords
Educación, Lectura oral, Educación básica, Método de aprendizaje, Comunicación, Lectura