Uso de la estrategia visual thinking en el desarrollo de la comprensión lectora de los estudiantes de contexto bilingüe del quinto grado de primaria de la institución educativa emblemática González Vigil de Huanta
Fecha
2023
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Universidad Antonio Ruiz de Montoya
Resumen
La tesis, Visual Thinking para el mejoramiento de la comprensión lectora, es el tema central de esta investigación, cuyo fin radica en determinar su nivel de influencia en el nivel literal, inferencial y crítico. Esta investigación es de tipo cuantitativa, explicativa con un diseño pre-experimental con pre prueba y posprueba. Asimismo, la población y la muestra seleccionada, fueron 31 estudiantes bilingües, hablantes de quechua y castellano, del quinto grado “E” de primaria de la Institución Educativa González Vigil de Huanta. La técnica empleada fue la prueba pedagógica; y el instrumento, la prueba escrita de selección múltiple. Estas herramientas permitieron el recojo de la información sobre los niveles de comprensión (literal, inferencial y crítico) de los educandos, antes y después de la aplicación del tratamiento experimental. Se halló como resultado, que, más de la mitad de los discentes alcanzaron ubicarse en los grados de logro esperado y logro destacado de la escala vigesimal, en los niveles literal, inferencial y crítico de la comprensión lectora. Se concluye que, a pesar de haber sido aplicada en un contexto bilingüe, la estrategia Visual Thinking es eficiente para desarrollar la comprensión lectora. Por tal motivo, se sugiere su implementación en el campo educativo.
The thesis, Visual Thinking for the improvement of reading comprehension, is the central topic of this research, whose purpose lies in determining its level of influence at the literal, inferential and critical level. This research is quantitative, explanatory with a pre-experimental design with pre-test and post-test. Likewise, the population and the selected sample were 31 bilingual students, speakers of Quechua and Spanish, from the fifth grade “E” of primary school at the González Vigil de Huanta Educational Institution. The technique used was the pedagogical test; and the instrument, the written multiple choice test. These tools allowed the collection of information on the levels of understanding (literal, inferential and critical) of the learners, before and after the application of the experimental treatment. As a result, it was found that more than half of the students managed to reach the degrees of expected achievement and outstanding achievement of the vigesimal scale, at the literal, inferential and critical levels of reading comprehension. It is concluded that, despite having been applied in a bilingual context, the Visual Thinking strategy is efficient for developing reading comprehension. For this reason, its implementation in the educational field is suggested.
The thesis, Visual Thinking for the improvement of reading comprehension, is the central topic of this research, whose purpose lies in determining its level of influence at the literal, inferential and critical level. This research is quantitative, explanatory with a pre-experimental design with pre-test and post-test. Likewise, the population and the selected sample were 31 bilingual students, speakers of Quechua and Spanish, from the fifth grade “E” of primary school at the González Vigil de Huanta Educational Institution. The technique used was the pedagogical test; and the instrument, the written multiple choice test. These tools allowed the collection of information on the levels of understanding (literal, inferential and critical) of the learners, before and after the application of the experimental treatment. As a result, it was found that more than half of the students managed to reach the degrees of expected achievement and outstanding achievement of the vigesimal scale, at the literal, inferential and critical levels of reading comprehension. It is concluded that, despite having been applied in a bilingual context, the Visual Thinking strategy is efficient for developing reading comprehension. For this reason, its implementation in the educational field is suggested.
Descripción
Palabras clave
Comprensión de lectura, Métodos de enseñanza, Educación Intercultural, Educación Bilingüe, Educación básica primaria, Huanta (Ayacucho, Perú : Distrito), Educación
Citación
Pacheco, J. (2023). Uso de la estrategia visual thinking en el desarrollo de la comprensión lectora de los estudiantes de contexto bilingüe del quinto grado de primaria de la institución educativa emblemática González Vigil de Huanta [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2670