Relación entre la Competencia léxica y comprensión lectora de los estudiantes de Ingeniería, Universidad Nacional de Trujillo-Huamachuco
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Date
2024
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo establecer el nivel de relación entre la competencia léxica y la comprensión lectora de los estudiantes de primer y segundo año de la carrera de Ingeniería de Minas de la Universidad Nacional de Trujillo sede Huamachuco. Da a conocer los resultados de una investigación cuantitativa de tipo descriptivo correlacional, en el que se evaluaron las variables de competencia léxica y comprensión lectora. Para ello, se aplicaron dos test correspondientes a cada una de las variables a una muestra censal de 43 estudiantes de primer y segundo año de la carrera de Ingeniería de Minas. Los resultados de la aplicación de ambas pruebas revelaron que el 51. 8% de estudiantes alcanzó un nivel logrado en competencia léxica, mientras que en comprensión lectora ninguno obtuvo el nivel logrado, lo cual resulta preocupante debido a que son estudiantes universitarios; sin embargo, el 76,7% solamente se ubicó en el nivel de proceso. Así mismo, se dilucida que existe una correlación significativa entre la competencia léxica y la comprensión lectora de nivel inferencial. No obstante, la relación con el nivel literal, es mínima. Por lo tanto, se concluye que mediante el coeficiente de correlación de Spearman (0.354) existe una asociación significativa positiva, entre la competencia léxica y la comprensión lectora en los estudiantes de Ingeniería de Minas. Es decir, que a medida que el dominio de competencias léxicas aumenta, también tiende a mejorar la capacidad de comprender textos.
The objective of this research was to establish the level of relationship between lexical competence and reading comprehension among first and second-year students of the Mining Engineering program at the National University of Trujillo, Huamachuco campus. It presents the results of a quantitative study of a descriptive-correlational nature, where the variables of lexical competence and reading comprehension were evaluated. To achieve this, two tests corresponding to each variable were applied to a census sample of 43 students from the first and second years of the Mining Engineering program. The results of the application of both tests revealed that 51.8% of students achieved a proficient level in lexical competence, while none attained a proficient level in reading comprehension, which is concerning given that they are university students. However, 76.7% were only at the process level. Furthermore, it was determined that there is a significant correlation between lexical competence and inferential reading comprehension. However, the relationship with literal reading comprehension is minimal. Therefore, it is concluded that, through Spearman's correlation coefficient (0.354), there is a significant positive association between lexical competence and reading comprehension in Mining Engineering students. This indicates that as lexical competence improves, the ability to comprehend texts also tends to improve.
The objective of this research was to establish the level of relationship between lexical competence and reading comprehension among first and second-year students of the Mining Engineering program at the National University of Trujillo, Huamachuco campus. It presents the results of a quantitative study of a descriptive-correlational nature, where the variables of lexical competence and reading comprehension were evaluated. To achieve this, two tests corresponding to each variable were applied to a census sample of 43 students from the first and second years of the Mining Engineering program. The results of the application of both tests revealed that 51.8% of students achieved a proficient level in lexical competence, while none attained a proficient level in reading comprehension, which is concerning given that they are university students. However, 76.7% were only at the process level. Furthermore, it was determined that there is a significant correlation between lexical competence and inferential reading comprehension. However, the relationship with literal reading comprehension is minimal. Therefore, it is concluded that, through Spearman's correlation coefficient (0.354), there is a significant positive association between lexical competence and reading comprehension in Mining Engineering students. This indicates that as lexical competence improves, the ability to comprehend texts also tends to improve.
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Keywords
Educación, Comunicación, Aptitud, Técnica de comunicación, Comprensión, Lectura