Taller “Grafolúdico” para mejorar la ortografía en estudiantes de 2° año de la I.E. “Modelo”, Trujillo
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Date
2024
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Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación titulada “Taller “Grafolúdico” para mejorar la ortografía en estudiantes de 2° año de la Institución Educativa “Modelo”, Trujillo” tuvo como objetivo general determinar la influencia de la aplicación del taller en la mejora de la ortografía de las estudiantes de segundo año de secundaria de la I.E. Modelo. La metodología tuvo un enfoque cuantitativo y su diseño fue preexperimental debido a que se aplicó un pretest y postest para medir el nivel de ortografía en la dimensión literal y acentual, los cuales se aplicaron a 32 estudiantes del segundo año “D” quienes conformaron la muestra. En los resultados del prestest, se obtuvo que en la dimensión literal la mayoría de las estudiantes se encontraban en un nivel de inicio, ello se evidencia en que existía confusión al momento de emplear grafías como: c, s, z, b y v. Por su parte, en la dimensión acentual se determinó que la mayor parte de las estudiantes se encontraban en un nivel de inicio, debido a que presentaron dificultades al emplear las reglas de tildación. No obstante, en el postest se obtuvo que la mayoría de estudiantes alcanzaron el logro destacado y esperado en ambas dimensiones. Se pudo concluir que el taller “Grafolúdico” influye significativamente en la mejora de la ortografía de las estudiantes, por lo que es necesario fomentar actividades lúdicas en el proceso de enseñanza – aprendizaje.
The present research entitled “Grafoludico” workshop to improve spelling in 2nd year students of “Modelo's school" in Trujillo had as general objective to determine the influence of the application of the workshop in the improvement of spelling of the 2nd year high school students of the I.E. Modelo. The methodology had a quantitative approach and its design was pre-experimental because a pretest and post-test were applied to measure the level of spelling in the literal and accentual dimension, which were applied to 32 students of the second year “D” who made up the sample. The results of the pretest showed that in the literal dimension, most of the students were at a beginning level, as evidenced by the fact that they got confused when using the following letters spelling: c, s, z, b and v. On the other hand, in the accentual dimension, it was determined that most of learners were at an initial level, due to the fact that they presented difficulties when using the accent rules. However, in the post-test it was found that most of the students reached the outstanding and expected achievement in both dimensions. As a conclusion, the “Grafolúdico” workshop has a significant influence on the improvement of the students spelling, so it is necessary to promote playful activities in the teaching-learning process.
The present research entitled “Grafoludico” workshop to improve spelling in 2nd year students of “Modelo's school" in Trujillo had as general objective to determine the influence of the application of the workshop in the improvement of spelling of the 2nd year high school students of the I.E. Modelo. The methodology had a quantitative approach and its design was pre-experimental because a pretest and post-test were applied to measure the level of spelling in the literal and accentual dimension, which were applied to 32 students of the second year “D” who made up the sample. The results of the pretest showed that in the literal dimension, most of the students were at a beginning level, as evidenced by the fact that they got confused when using the following letters spelling: c, s, z, b and v. On the other hand, in the accentual dimension, it was determined that most of learners were at an initial level, due to the fact that they presented difficulties when using the accent rules. However, in the post-test it was found that most of the students reached the outstanding and expected achievement in both dimensions. As a conclusion, the “Grafolúdico” workshop has a significant influence on the improvement of the students spelling, so it is necessary to promote playful activities in the teaching-learning process.
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Keywords
Educación, Comunicación, Ortografía, Aprendizaje activo, Taller educativo