Aprendizaje basado en problemas como estrategia de mediación didáctica para fortalecer la competencia lectora en estudiantes de 4° de básica primaria
The purpose of this study was to determine the impact of a didactic mediation proposal focused on Problem-Based Learning (PBL) aimed at enhancing reading competence in 4th grade Primary School students. This research employed a quantitative approach with a quasi-experimental design, adhering to a Po...
- Autores:
-
Gonzalez Novoa, Rodolfo Enrique
Carmona Issa, Rubén Dario
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/12957
- Acceso en línea:
- https://hdl.handle.net/11323/12957
https://repositorio.cuc.edu.co
- Palabra clave:
- Problem-based learning
Reading skills
Teaching strategies
Aprendizaje basado en problemas
Competencia lectora
Estrategia didáctica
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | The purpose of this study was to determine the impact of a didactic mediation proposal focused on Problem-Based Learning (PBL) aimed at enhancing reading competence in 4th grade Primary School students. This research employed a quantitative approach with a quasi-experimental design, adhering to a Positivist research paradigm. The sample comprised 125 students, with 59 constituting the control group and 66 forming the experimental group. To facilitate the execution of the study the students were engaged in solving a problem situation centered around the topic of dinosaurs. The activities involved information retrieval from various informative text sources, following a sequence adapted from John Barell's Ten Steps, Maastricht University's Seven Steps, and the Jesuit University of Wheeling's Eight Steps, to address the challenges proposed. The results obtained demonstrated that the intervened group showed better performance in reading skills. Specifically, for the pragmatic component, the Experimental Group obtained an average of 59.05, surpassing the Control Group's average of 46.35. Regarding the syntactic level, the Experimental Group achieved a mean of 66.27, significantly higher than the Control Group's mean of 48.02. Lastly, for the semantic level, the Experimental Group recorded a mean of 72.79, substantially surpassing the Control Group's mean of 62.36. In addition, a Related Test sample was applied to measure the effect size, attaining a result of 1.677, indicating a highly significant value on the scale with a substantial impact within the study's context. This demonstrates that PBL has a positive effect on strengthening reading skills |
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