Estrategias de aprendizaje y su relación con la comprensión lectora en alumnas del nivel de educación secundaria de la IE Miguel Grau del distrito de Magdalena del Mar
Date
2014-11-02
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Publisher
Universidad Inca Garcilaso de la Vega
Abstract
El objetivo de este trabajo de investigación es determinar si existe relación entre el uso de las estrategias de aprendizaje y la comprensión lectora en las alumnas que cursan el 4to y 5to grado de secundaria en la IE Miguel Grau del distrito de Magdalena del Mar.
Se empleó un diseño descriptivo correlacional, y se seleccionó, mediante muestreo probabilístico de tipo estratificado, una muestra de 240 alumnas que cursan el 4to y 5to grado del nivel de educación secundaria.
Se aplicaron los siguientes instrumentos: La Escala de Estrategias de Aprendizaje ACRA-Abreviada; y la Prueba de Competencia Lectora (CompLEC). Asimismo, se eligieron la chi cuadrado de bondad de ajuste y la correlación lineal de Pearson como pruebas estadísticas para la contrastación de las hipótesis, con un nivel de significación de p<0,01.
Los resultados indican que la correlación entre las variables de estudio es positiva y significativa al nivel de p<0,01. Además, entre cada una de las dimensiones de estrategias de aprendizaje y la comprensión lectora, las correlaciones obtenidas también son positivas y significativas.
The objective of this research is to determine whether there is a relationship between the use of learning strategies and reading comprehension in students enrolled in the 4th and 5th grade of secondary in IE Miguel Grau of Magdalena del Mar district. A correlational descriptive design was used, and was selected, by type stratified probability sampling, a sample of 240 students enrolled in the 4th and 5th grade of secondary education level. The following instruments were used: The Learning Strategies Scale Abridged ACRA; and Reading Competency Test (CompLEC). Furthermore, the chi-square of fit goodness and the linear Pearson correlation as statistical tests, for the verification of the hypothesis with significance level of p<0.01, were chosen. The results indicate that the correlation between the study variables is positive and significant at level of p<0.01. Moreover, between each of the dimensions of learning strategies and reading comprehension, the correlations are also positive and significant.
The objective of this research is to determine whether there is a relationship between the use of learning strategies and reading comprehension in students enrolled in the 4th and 5th grade of secondary in IE Miguel Grau of Magdalena del Mar district. A correlational descriptive design was used, and was selected, by type stratified probability sampling, a sample of 240 students enrolled in the 4th and 5th grade of secondary education level. The following instruments were used: The Learning Strategies Scale Abridged ACRA; and Reading Competency Test (CompLEC). Furthermore, the chi-square of fit goodness and the linear Pearson correlation as statistical tests, for the verification of the hypothesis with significance level of p<0.01, were chosen. The results indicate that the correlation between the study variables is positive and significant at level of p<0.01. Moreover, between each of the dimensions of learning strategies and reading comprehension, the correlations are also positive and significant.
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Keywords
Estrategias de aprendizaje, Comprensión lectora, Educación secundaria, Learning strategies, Reading comprehension, Secondary education