Factores asociados a los resultados de las pruebas de competencia genéricas en el componente de lectura crítica desde la perspectiva docente-estudiante

The purpose of this research was framed in establishing the main factors associated with the results of the generic competence test in the critical reading component from the teacher-student perspective. For data collection, a questionnaire was designed whose validity and reliability allowed showing...

Full description

Autores:
Blanco Miranda, Perla Isabel
Moreno Gómez, Gloria Cecilia
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
spa
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/7852
Acceso en línea:
https://hdl.handle.net/11323/7852
https://repositorio.cuc.edu.co/
Palabra clave:
Associated factors
Critical reading
Generic competences
Factores asociados
Lectura crítica
Competencias genéricas
Rights
openAccess
License
Attribution-NonCommercial-ShareAlike 4.0 International
Description
Summary:The purpose of this research was framed in establishing the main factors associated with the results of the generic competence test in the critical reading component from the teacher-student perspective. For data collection, a questionnaire was designed whose validity and reliability allowed showing five factors in the students and six in the teachers. The methodological framework was approached from the mixed approach under a Comparative Sequential Exploratory design, defining three phases for its development. In the first, the population was characterized to identify the influence on sociodemographic aspects in the reading process. In the second, the analysis of quantitative and qualitative data through descriptive and multivariate statistics that allowed the identification of factors. And in the third, the convergences and divergences from the voices of the participants, supported by the Atlas Ti and SPSS software. The sample was made up of 63 students and 15 teachers. Conclusions: the investigation was effective in detecting the factors that influence the reading process and that are the cause of the low or good performances in the generic tests. The statistical analysis (QUANTI) of rotated components: Varimax with Kaiser standardization, allowed to identify five factors in the students and six in the teachers in relation to the reading component, finding coincidence in the following factors: Strategies implemented, Influence of reading, Evaluation of the Generic Competences, Complementarity of the process and Times and Schedules. The analysis (CUALI) of convergence and divergence allowed to obtain the following coincidences: Importance of Reading Comprehension, Strategies for the development of CL, Causes of low performance in CL, Perceptions about the generic competency test.