El cómic para mejorar la comprensión lectora en estudiantes de educación primaria de una institución educativa privada, Trujillo, 2023
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Date
2024
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Journal ISSN
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Publisher
Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo principal determinar en qué medida el uso del cómic mejora la comprensión lectora en estudiantes de sexto grado de educación primaria de una institución educativa privada de Trujillo. Para el estudio se contó con muestra constituida por 52 estudiantes, siendo la sección “A” (grupo experimental) y la sección “B” (grupo control), ambos con 26 estudiantes. Se utilizó el diseño cuasiexperimental con pre y posprueba. El instrumento consistió en una Prueba de Comprensión Lectora, la cual fue validada mediante juicio de expertos. La confiabilidad se determinó con el Coeficiente de Kuder-Richardson (0,71). Los resultados del postest entre ambos grupos, mediante la prueba no paramétrica U de Mann-Whitney (302,000) y p=0,000 <0,050, evidencian que el uso del cómic mejora la comprensión lectora. Asimismo, se obtuvo un resultado favorable en el nivel criterial (260,000) y p=0,000<0,050; a excepción de los niveles literal e inferencial cuyos p-valor (0,580) y (0,962), respectivamente, fueron mayores a 0,050. Concluyendo, de manera general, que el uso del cómic mejora significativamente la comprensión lectora en los estudiantes de sexto grado de Educación Primaria.
The primary aim of this study was to determinate the extent to which the use of comics enhances reading comprehension among sixth-grade students of primary education from a private educational institution in Trujillo. The study involved a sample of 52 students divided into two groups: Section "A" (experimental group) and Section "B" (control group), each comprising 26 students. A quasi-experimental design with pre- and post-tests was employed. The instrument used was a Reading Comprehension Test validated through expert judgment, with reliability assessed using the Kuder-Richardson coefficient (0.71). The post-test results between both groups, analyzed using the non-parametric Mann-Whitney U test (302.000) with p=0.000<0.050, demonstrate that the use of comics improves reading comprehension. Furthermore, a favorable outcome was observed at the criterial level (260.000) with p=0.000<0.050, except for the literal and inferential levels where p-values (0.580) and (0.962), respectively, exceeded 0.050. In the final analysis, it can be inferred that the use of comics significantly enhances reading comprehension among sixth-grade primary education students.
The primary aim of this study was to determinate the extent to which the use of comics enhances reading comprehension among sixth-grade students of primary education from a private educational institution in Trujillo. The study involved a sample of 52 students divided into two groups: Section "A" (experimental group) and Section "B" (control group), each comprising 26 students. A quasi-experimental design with pre- and post-tests was employed. The instrument used was a Reading Comprehension Test validated through expert judgment, with reliability assessed using the Kuder-Richardson coefficient (0.71). The post-test results between both groups, analyzed using the non-parametric Mann-Whitney U test (302.000) with p=0.000<0.050, demonstrate that the use of comics improves reading comprehension. Furthermore, a favorable outcome was observed at the criterial level (260.000) with p=0.000<0.050, except for the literal and inferential levels where p-values (0.580) and (0.962), respectively, exceeded 0.050. In the final analysis, it can be inferred that the use of comics significantly enhances reading comprehension among sixth-grade primary education students.
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Keywords
Educación, Comunicación, Método de enseñanza, Comic