Assessment of Reading Comprehension in Mexican University Students´ of Applied Mathematics and Computing: Evaluación de la comprensión lectora en alumnos universitarios mexicanos de matemáticas aplicadas y computación

Introduction: This study evaluated reading comprehension levels and related them to the use of reading strategies, reading motivation, and sociodemographic and academic variables, in Physics-Mathematics and Engineering students. Methodology: Applied instruments: Self-Reporting of Sociodemographic an...

Full description

Autores:
Tipo de recurso:
Article of journal
Fecha de publicación:
2022
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/11031
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/1271
https://repositorio.uan.edu.co/handle/123456789/11031
Palabra clave:
comprensión lectora
estrategias lectoras
estudiantes universitarios
motivación
carrera universitaria
Reading comprehension
reading strategies
university students
motivation
university career
Rights
License
https://creativecommons.org/licenses/by-nc-sa/4.0
Description
Summary:Introduction: This study evaluated reading comprehension levels and related them to the use of reading strategies, reading motivation, and sociodemographic and academic variables, in Physics-Mathematics and Engineering students. Methodology: Applied instruments: Self-Reporting of Sociodemographic and Academic Data (ADSA), the Inventory of Metacognive Strategies and Motivation for Reading (IEMML) and the Instrument for Measuring Reading Understanding in University Students (ICLAU). A total of 309 students collaborated, 218 were men and 91 women, 69 % were first-year and 31 % seniors’ students. Results and discussion: Results indicated that students showed a low level of reading comprehension (53 %) and reported using 69 % of the strategies evaluated by the instrument. A significant relationship between the total scores of both instruments was found. Similarly, significant differences in the IEMML score based on the time spent reading were found. Conclusions: Results are discussed in terms of the influence students’ training area plans and programs can have on reading comprehension and the use of strategies.on and the use of strategies.