Inteligencia artificial y comprensión lectora en estudiantes de una Institución Educativa, Chicama – 2023
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Date
2024
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Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como finalidad determinar la relación de la inteligencia artificial con la comprensión lectora en estudiantes de primero de secundaria de una Institución Educativa de Chicama, durante el año escolar 2023. La investigación empleó un diseño transversal no experimental y una población de 225 estudiantes. Los instrumentos empleados fueron un cuestionario. Los resultados evidenciaron que la inteligencia artificial se correlaciona de manera significativa y positiva con la comprensión lectora, con un coeficiente de Spearman de Rho=0.647. De manera similar, la funcionalidad de la inteligencia artificial mostró una correlación positiva significativa (Rho=0.618) con la comprensión lectora. Además, la usabilidad de la inteligencia artificial se correlacionó de manera positiva y significativa (Rho=0.533) con la comprensión lectora. Finalmente, la escalabilidad de la inteligencia artificial también mostró una correlación directa y significativa (Rho=0.426) con la comprensión lectora. Por lo tanto, se concluyó que la inteligencia artificial se relaciona de manera significativa con la comprensión lectora en estudiantes de primero de secundaria de una Institución Educativa de Chicama, 2023.
The purpose of thisresearch wasto determine the relationship of artificial intelligence with reading comprehension in first-year secondary school students of an Educational Institution in Chicama, during the 2023 school year. The research used a non-experimental cross-sectional design and a population of 225 students. The instruments used were a questionnaire. The results showed that artificial intelligence is significantly and positively correlated with reading comprehension, with a Spearman coefficient of Rho=0.647. Similarly, AI functionality showed a significant positive correlation (Rho=0.618) with reading comprehension. Furthermore, the usability of artificial intelligence was positively and significantly correlated (Rho=0.533) with reading comprehension. Finally, the scalability of artificial intelligence also showed a direct and significant correlation (Rho=0.426) with reading comprehension. Therefore, it was concluded that artificial intelligence is significantly related to reading comprehension in first-year secondary school students of an Educational Institution in Chicama, 2023.
The purpose of thisresearch wasto determine the relationship of artificial intelligence with reading comprehension in first-year secondary school students of an Educational Institution in Chicama, during the 2023 school year. The research used a non-experimental cross-sectional design and a population of 225 students. The instruments used were a questionnaire. The results showed that artificial intelligence is significantly and positively correlated with reading comprehension, with a Spearman coefficient of Rho=0.647. Similarly, AI functionality showed a significant positive correlation (Rho=0.618) with reading comprehension. Furthermore, the usability of artificial intelligence was positively and significantly correlated (Rho=0.533) with reading comprehension. Finally, the scalability of artificial intelligence also showed a direct and significant correlation (Rho=0.426) with reading comprehension. Therefore, it was concluded that artificial intelligence is significantly related to reading comprehension in first-year secondary school students of an Educational Institution in Chicama, 2023.
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Keywords
Educación, Comunicación, Lectura, Inteligencia artificial