El uso de Tics para mejorar la compresión lectora de textos argumentativos en alumnos del cuarto grado I.E. San Nicolás
No Thumbnail Available
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación pre experimenta se llevó a cabo con el objetivo de determinar si al incrementar el uso de TICs para las sesiones pedagógicas, estas influyen en la capacidad de comprensión lectora en estudiantes de la escuela secundaria de 4 en la Institución Educativa San Nicolás-Trujillo, durante el período mayo-noviembre 2019. La población estaba compuesta por 63 estudiantes de nivel secundario, divididos en dos secciones A y B, de las cuales, según un muestreo probabilístico, se consideró como muestrael número de 32 estudiantes de 4-B. Utilizó una prueba previa y posterior, así como la evaluación de la puntuación obtenida a través de una escala de calificación propuesta por el Ministerio de Educación. El análisis de los resultados se realizó en el software Excel para realizar posteriormente el análisis inferencial del SPSS v25, en el que se aplicó la prueba estadística Shapiro-wilk. Se determinó una distribución anormal (p <0.05) para la cual se rechaza el H0, de esta manera se concluye que el uso de tic influye en la comprensión lectora en los textos argumentativos en estudiantes de 4-B del nivel secundario la Institución Educativa San Nicolás-Trujillo durante el período 2019, demostrando una influencia de incorporar las TICs en los niveles: literal, inferencial, crítico o analógico (p <0.05)
The present pre experimental investigation was carried out with the objective of determining if, by increasing the use of tic for the pedagogical sessions, these influence the reading comprehension in the students of the secondary school of 4 in the San Nicolás Trujillo Educational Institution , during the period May-November 2019 The population was composed of 63 secondary level students, divided into two sections A and B, of which, according to a probabilistic sampling, the number of 32 4-B students was considered as a sample. It used a previous and subsequent test, as well as the evaluation of the score obtained through a rating scale proposed by the Ministry of Education. The analysis of the results was performed in the Excelsoftware to subsequently perform the inferential analysis of the SPSS v25, in which the Shapiro-wilk statistical test was applied. An abnormal distribution was determined (p <0.05). for which H0 is rejected, thus it is concluded that the use of tic influences reading comprehension in argumentative texts in students of 4-B of secondary level of San Nicolás Institution Educative-Trujillo during the 2019 period, demonstrating an influence of incorporating the tic in the levels: literal, inferential, critical or analog (p <0.05).
The present pre experimental investigation was carried out with the objective of determining if, by increasing the use of tic for the pedagogical sessions, these influence the reading comprehension in the students of the secondary school of 4 in the San Nicolás Trujillo Educational Institution , during the period May-November 2019 The population was composed of 63 secondary level students, divided into two sections A and B, of which, according to a probabilistic sampling, the number of 32 4-B students was considered as a sample. It used a previous and subsequent test, as well as the evaluation of the score obtained through a rating scale proposed by the Ministry of Education. The analysis of the results was performed in the Excelsoftware to subsequently perform the inferential analysis of the SPSS v25, in which the Shapiro-wilk statistical test was applied. An abnormal distribution was determined (p <0.05). for which H0 is rejected, thus it is concluded that the use of tic influences reading comprehension in argumentative texts in students of 4-B of secondary level of San Nicolás Institution Educative-Trujillo during the 2019 period, demonstrating an influence of incorporating the tic in the levels: literal, inferential, critical or analog (p <0.05).
Description
Keywords
Educación, Educación secundaria, Comunicación, Lectura, Tecnología de la comunicación