Citas bibligráficas
Márquez, C., (2021). Uso de plataformas tecnológicas y su influencia en el desarrollo de la comprensión lectora en alumnos de secundaria de un colegio particular de Cusco [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2360
Márquez, C., Uso de plataformas tecnológicas y su influencia en el desarrollo de la comprensión lectora en alumnos de secundaria de un colegio particular de Cusco []. PE: Universidad Antonio Ruiz de Montoya; 2021. http://hdl.handle.net/20.500.12833/2360
@misc{renati/1008842,
title = "Uso de plataformas tecnológicas y su influencia en el desarrollo de la comprensión lectora en alumnos de secundaria de un colegio particular de Cusco",
author = "Márquez Sosa, Christian Alberto",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2021"
}
The objective of this work was to determine the use of technological platforms and their influence on the development of reading comprehension in high school students of a private school in Cusco, under a methodological line of quantitative, non-experimental nature, explanatory scope, and cross-sectional, with a sample of 78 students out of a total of 390 who were given a questionnaire for the first variable with a Cronbach's Alpha coefficient and a Genebraldo test for reading comprehension, demonstrating strong reliability for both instruments. The descriptive results for the use of platforms indicated that it is perceived predominantly by students within the intermediate level, followed by the high level and low level, indicating that the variable is moderately used. For reading comprehension, the students are predominantly within the regular assessment, followed by the good level; while 13% was within the poor assessment, contrary to 8% within the excellent level, the majority being in the process of basic achievement. The Kolmogorov-Smirnov test and the ordinal categorical scales demonstrated the acceptance of the hypotheses; concluding the influence exerted by the use of technological platforms on reading comprehension is significant.
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