El libro electrónico como recurso didáctico para fortalecer la comprensión lectora en básica primaria
The purpose of this research work was to determine the incidence of the electronic book in strengthening reading comprehension levels. The research was carried out under a quantitative approach of descriptive - explanatory type and with a quasi-experimental design in which there was a control group...
- Autores:
-
Fernández Medina, Hedme Manuel
Perea Ospino, María Claudia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5691
- Acceso en línea:
- https://hdl.handle.net/11323/5691
https://repositorio.cuc.edu.co/
- Palabra clave:
- Reading comprehension
Levels of reading
Significant learning
ICT
Electronic books
Didactic resource
Comprensión lectora
Niveles de lectura
Aprendizaje significativo
TIC
Libros electrónicos
Recurso didáctico
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The purpose of this research work was to determine the incidence of the electronic book in strengthening reading comprehension levels. The research was carried out under a quantitative approach of descriptive - explanatory type and with a quasi-experimental design in which there was a control group and an experimental group. The population was about 60 students of fifth grade at Campo de la Cruz school. For the analysis of the results, the SPSS program was applied in order to characterize and compare the results of the literal, inferential and critical reading levels. Evidence of a significant difference between the two groups, after the application of the strategies associated with the use of the electronic book. An observation list validated by experts was also used, which contributed to describe the perception and disposition of 5th grade students (experimental group) during the implementation of electronic books as a teaching resource for the strengthening of their reading comprehension. With this it was determined that the level of favorability was in percentage terms above 90%. The results showed that initially the two groups demonstrated homogeneity in their reading processes and after the intervention with the use of the electronic book, significant improvements could be found in the experimental group. Therefore, it is concluded that electronic books used as a teaching resource in the classroom favor reading comprehension. |
|---|