Citas bibligráficas
Muñoz, L., (2024). Estrategia didáctica para mejorar la comprensión lectora en las estudiantes de secundaria de una institución educativa de Trujillo [Universidad Nacional de Trujillo]. https://hdl.handle.net/20.500.14414/22148
Muñoz, L., Estrategia didáctica para mejorar la comprensión lectora en las estudiantes de secundaria de una institución educativa de Trujillo []. PE: Universidad Nacional de Trujillo; 2024. https://hdl.handle.net/20.500.14414/22148
@mastersthesis{renati/1048919,
title = "Estrategia didáctica para mejorar la comprensión lectora en las estudiantes de secundaria de una institución educativa de Trujillo",
author = "Muñoz Zavaleta, Lener Valdemar",
publisher = "Universidad Nacional de Trujillo",
year = "2024"
}
The research titled "Didactic Strategy to Enhance Reading Comprehension in Secondary School Female Students at an Educational Institution in Trujillo" aimed to determine how the TTIP didactic strategy improves the reading comprehension of expository texts in 5th-grade students at the Santa Rosa de Trujillo Educational Institution. The research employed a quantitative approach with an applied scope, an explanatory level of knowledge, and a quasi-experimental design. The population consisted of 426 5th-grade secondary school students at the Santa Rosa de Trujillo Educational Institution. Data collection techniques included direct observation and testing, using the observation guide and the reading comprehension test as instruments. The validity and reliability of these instruments were endorsed by experts who assessed the relevance of the reading comprehension test, considering its two dimensions: literal and inferential. The results indicated a significant improvement in the reading comprehension of expository texts in 5th-grade students at the Santa Rosa Educational Institution through the application of the didactic strategy. This was evident in the Wilcoxon test results of the post-test, where the significance value (p=0.000) was less than 5% (p<0.05). Consequently, the null hypothesis was rejected, and the alternative hypothesis was accepted, demonstrating significant differences between the groups.
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