Citas bibligráficas
Arbildo, D., Mesones, L., Ruíz, F. (2017). Programa educativo técnicas participativas para mejorar la expresión oral en el área de inglés en estudiantes del tercer grado de secundaria de la Institución Educativa Maynas, Iquitos – 2016 [Tesis, Universidad de la Amazonía Peruana]. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/5461
Arbildo, D., Mesones, L., Ruíz, F. Programa educativo técnicas participativas para mejorar la expresión oral en el área de inglés en estudiantes del tercer grado de secundaria de la Institución Educativa Maynas, Iquitos – 2016 [Tesis]. : Universidad de la Amazonía Peruana; 2017. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/5461
@misc{renati/291163,
title = "Programa educativo técnicas participativas para mejorar la expresión oral en el área de inglés en estudiantes del tercer grado de secundaria de la Institución Educativa Maynas, Iquitos – 2016",
author = "Ruíz Mori, Fhiory Ivonne",
publisher = "Universidad de la Amazonía Peruana",
year = "2017"
}
The objective of this longitudinal-experimental research, with quasiexperimental design, was to assess the effect of the participatory techniques learner training program to improve third grade students’ speaking skills at Maynas Secondary school in 2016. The study population was made up by 205 students and a sample of 49 students distributed in the experimental group (25) and control group (24). Sampling was non-probabilistic as intact groups were chosen. For data collection, a speaking achievement test was administrated scored with a rubric. The results show that the mean score for speaking skills were (15,57>10,12) and its indicators: fluency (15,63 > 10,63), grammar (15,53>9,82), vocabulary (15,89>10,06), pronunciation (15,47>9,94) and body language (15,32>10,24). It means that the experimental group outperformed the control group after the learner training program. The hypothesis was tested with the non-parametric statistics test of U Mann-Whitney, whose result showed (p-value=0,000 < α=0,05) accepting the working hypothesis that the participatory techniques learner training program improved significantly the students’ speaking skills in English and its indicators: fluency (p-value=0,000 < α=0,05), grammar (p-value=0,000 < α=0,05), vocabulary (p-value=0,000 < α=0,05), pronunciation (p-value=0,000 < α=0,05) and body language (p-value=0,000 < α=0,05).
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