Bibliographic citations
Flores, M., Pineda, N. (2020). El teatro como estrategia didáctica para mejorar la expresión oral en los niños y niñas de 5 años de la Institución Educativa Nº 344 "Mi Primer Aprendizaje" distrito de Punchana 2018 [Universidad Nacional de la Amazonía Peruana]. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/7067
Flores, M., Pineda, N. El teatro como estrategia didáctica para mejorar la expresión oral en los niños y niñas de 5 años de la Institución Educativa Nº 344 "Mi Primer Aprendizaje" distrito de Punchana 2018 []. : Universidad Nacional de la Amazonía Peruana; 2020. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/7067
@misc{sunedu/3118403,
title = "El teatro como estrategia didáctica para mejorar la expresión oral en los niños y niñas de 5 años de la Institución Educativa Nº 344 "Mi Primer Aprendizaje" distrito de Punchana 2018",
author = "Pineda Tamani, Noemi Cristina",
publisher = "Universidad Nacional de la Amazonía Peruana",
year = "2020"
}
The research objective was to assess theater as a didactic strategy to improve five-year-old students’ speaking skills at "Mi primer aprendizaje" kindergarten in Punchana District 2018. The study population was made up by 80 students with a deterministic sample of 52: 24 in the experimental group and 28 in the control group. The research type is evaluative and the designs were of field study, contemporary transectional, univariable, and quasi-experimental with control group, pre-test and post-test. The main data gathering tools were a speaking performance test and rubrics. Results show that the experimental group outperformed the control group in speaking skills as 87.5% reached the expected achievement level and 12.5% was ranked in process; whilst in the control group, 64.29% ranked in the starting point and 35.71% in process. The same happens in the subskills: Pronunciation, 79.17% of the experimental group achieved the expected level, whilst 64.29% of the control group is at the starting point. Lexis, 95.83% of the experimental group achieved the expected level, whilst 60.721 is at the starting point. Use of non-verbal and paraverbal resources, 91.67% of the experimental group achieved the expected level, whilst 67.86% of the control group is at the starting point. In conclusion, theater as a didactic strategy significantly improves the study population students’ speaking skills as p-value = 0,000 < ? = 0.005.
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