Los Weebtoons como estrategia en la comprensión lectora de los estudiantes del quinto grado de educación primaria, Aucayacu - 2022
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Fecha
2023
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Instituto de Educación Superior Pedagógico Publico José Crespo y Castillo
Resumen
El trabajo de investigación se realizó con la finalidad de demostrar la
influencia de los webtoons como estrategia en la comprensión lectora y sus tres niveles (literal, inferencial y crítico); así mismo, fomentar el gusto por la lectura y su práctica habitual. El uso de imágenes y gráficos motiva a los estudiantes a leer y concentrarse en la lectura permitiendo desarrollar capacidades de comprensión en el aspecto literal que se encuentra dentro del texto; el aspecto inferencial, que permite a los estudiantes asociar lo que ven y leen, llegando a una interpretación y, por último, el nivel crítico que desarrolla en el estudiante la habilidad de opinar frente a situaciones de la historia dando a conocer sus distintos puntos de vista. Es de diseño preexperimental contando únicamente con un grupo experimental determinado por muestreo convencional no probabilístico, con un total de veintisiete estudiantes; se trabajó con ocho sesiones de aprendizaje y pruebas de comprensión lectora (pre y postest). Se obtuvieron resultados significativos en los tres niveles, con una diferencia de 1.15 entre media de pre y postest a nivel de comprensión literal, una diferencia de 1.33 entre la media del pre y postest a nivel de comprensión inferencial y una diferencia de 1.07 entre la media del pre y postest a nivel de comprensión crítica, demostrando la efectividad de la estrategia webtoons, lo que conlleva a una serie de recomendaciones para la implementación de esta estrategia en el ámbito pedagógico.
The research work was carried out with the purpose of demonstrating the influence of webtoons as a strategy in reading comprehension and its three levels (literal, inferential and critical); likewise, promote a taste for reading and its habitual practice. The use of images and graphics motivate students to read and strengthen reading to develop comprehension skills in the literal aspect found within the text; the inferential aspect, which allows students to associate what they see and read, arriving at an interpretation and, finally, the critical level that develops in the student the ability to give an opinion in front of historical situations, revealing their different points of view. view. It is of a pre-experimental design, with only one experimental group determined by a non-probabilistic conventional test, with a total of twenty-seven students; we worked with eight learning sessions and reading comprehension tests (pre and postest). Significant results will be obtained at the three levels, with a difference of 1.15 between the means of pre and postest at the level of literal comprehension, a difference of 1.33 between the means of the pre and postest at the level of inferential comprehension and a difference of 1.07 between the average of the pre and postest at the level of critical comprehension, demonstrating the effectiveness of the webtoons strategy, which entails a series of recommendations for the implementation of this strategy in the pedagogical field.
The research work was carried out with the purpose of demonstrating the influence of webtoons as a strategy in reading comprehension and its three levels (literal, inferential and critical); likewise, promote a taste for reading and its habitual practice. The use of images and graphics motivate students to read and strengthen reading to develop comprehension skills in the literal aspect found within the text; the inferential aspect, which allows students to associate what they see and read, arriving at an interpretation and, finally, the critical level that develops in the student the ability to give an opinion in front of historical situations, revealing their different points of view. view. It is of a pre-experimental design, with only one experimental group determined by a non-probabilistic conventional test, with a total of twenty-seven students; we worked with eight learning sessions and reading comprehension tests (pre and postest). Significant results will be obtained at the three levels, with a difference of 1.15 between the means of pre and postest at the level of literal comprehension, a difference of 1.33 between the means of the pre and postest at the level of inferential comprehension and a difference of 1.07 between the average of the pre and postest at the level of critical comprehension, demonstrating the effectiveness of the webtoons strategy, which entails a series of recommendations for the implementation of this strategy in the pedagogical field.
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Palabras clave
Webtoons, Comprensión lectora, Literal, Inferencial, Critico, Estrategia, Capacidades