Estrategias metacomprensivas y el nivel inferencial en la comprensión lectora en estudiantes de 2° de secundaria de una institución educativa pública de Lima
Fecha
2021
Autores
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Universidad Antonio Ruiz de Montoya
Resumen
La investigación fue titulada Estrategias metacomprensivas y el nivel inferencial en la comprensión lectora en estudiantes de 2° de secundaria de una institución educativa pública de Lima. El objetivo de la presente investigación fue establecer la relación de las estrategias metacomprensivas y el nivel inferencial en la comprensión lectora en estudiantes de 2° de secundaria de una institución educativa pública de Lima. En cuanto a la metodología se estableció en un enfoque cuantitativo en el que se presentaron los resultados haciendo uso de la estadística, de tipo básica, puesto que se propone recolectar datos para, luego, analizarlos, interpretarlos y elaborarlos. Se enfoca en nivel correlacional y se establece para ver la fuerza de relación entre las variables. El diseño fue no experimental y la población de 60 estudiantes de segundo año del nivel secundaria de una institución educativa pública de Lima. La investigación obtuvo un resultado de análisis inferencial de ρ = 0.000 (ρ < 0.05) y Rho de Spearman = 0.840**. Se concluyó como alta y positiva la relación entre las estrategias metacomprensivas y el nivel inferencial en la comprensión lectora.
The research was entitled Metacomprehensive strategies and the inferential level in reading comprehension in 2nd year high school students from a public educational institution in Lima. The objective of this research was to establish the relationship between metacomprehensive strategies and the inferential level in reading comprehension in 2nd year high school students from a public educational institution in Lima. Regarding the methodology, it was established in a quantitative approach in which the results were presented using statistics, of a basic type, since it is proposed to collect data and then analyze, interpret and elaborate them. It focuses on the correlational level and is established to see the strength of the relationship between the variables. The design was non-experimental and the population of 60 second-year high school students from a public educational institution in Lima. The research obtained an inferential analysis result of ρ = 0.000 (ρ <0.05) and Spearman's Rho = 0.840 **. The relationship between metacomprehensive strategies and the inferential level in reading comprehension was concluded as high and positive.
The research was entitled Metacomprehensive strategies and the inferential level in reading comprehension in 2nd year high school students from a public educational institution in Lima. The objective of this research was to establish the relationship between metacomprehensive strategies and the inferential level in reading comprehension in 2nd year high school students from a public educational institution in Lima. Regarding the methodology, it was established in a quantitative approach in which the results were presented using statistics, of a basic type, since it is proposed to collect data and then analyze, interpret and elaborate them. It focuses on the correlational level and is established to see the strength of the relationship between the variables. The design was non-experimental and the population of 60 second-year high school students from a public educational institution in Lima. The research obtained an inferential analysis result of ρ = 0.000 (ρ <0.05) and Spearman's Rho = 0.840 **. The relationship between metacomprehensive strategies and the inferential level in reading comprehension was concluded as high and positive.
Descripción
Palabras clave
Metacognición, Comprensión de lectura, Educación básica secundaria, Educación
Citación
León, L. (2021). Estrategias metacomprensivas y el nivel inferencial en la comprensión lectora en estudiantes de 2° de secundaria de una institución educativa pública de Lima [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2363