Uso de la pregunta convergente y divergente para desarrollar competencias en torno a la lectura crítica en estudiantes de noveno grado
The present study presents the results of a research whose objective is to establish the effect of the convergent and divergent question strategy in the levels of critical reading skills of the ninth grade students. This project is carried out in a public institution, under empirical analytical epis...
- Autores:
-
Quintana Blanco, Sandra Elena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/69
- Acceso en línea:
- https://hdl.handle.net/11323/69
https://repositorio.cuc.edu.co/
- Palabra clave:
- Pregunta
Pregunta convergente
Pregunta divergente
Lectura crítica
Question
Convergent question
Divergent question
Critical reading
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The present study presents the results of a research whose objective is to establish the effect of the convergent and divergent question strategy in the levels of critical reading skills of the ninth grade students. This project is carried out in a public institution, under empirical analytical epistemological paradigm, with a quantitative approach, of a quasi-experimental nature, taking as sample 28 students for the experimental group and 29 students of the control group. This research yields the following results: the students of the experimental group achieved a growth of 83.65% in relation to the evaluated competences, taking into account that for the pre test and post-test the average percentage of achievement obtained by the students was 33.33% and 61.21% respectively, giving fulfillment to the main hypothesis: Students who apply the didactic strategy, the convergent and divergent question, obtain higher averages around critical reading competencies, with respect to the developed in the control group. Therefore, it is concluded that the strategy convergent and divergent question if it contributes to improve the levels of critical reading in the semantic, syntactic and pragmatic components. In the same way it is recommended to make use of this strategy in the different grades, especially in elementary. |
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