Ciencias Humanas y de la Educación

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Author: search.filters.author.Cadena Escobar, Grace MatildeSubject: search.filters.subject.READING COMPREHENSION

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    The integration of ict’s in reading comprenhesion in students of Third Bachillerato Levels A-B at Unidad Educativa Luis A. Martinez
    (2021-04-01) Cadena Escobar, Grace Matilde; Chimbo Cáceres, Elsa Mayorie
    The main objective of this research was to determine the relationship between the use of ICTs and comprehensive reading in English in third year high school students of the Luis A. Martínez Educational Unit. The present investigation worked with a total of 70 participants between the ages of 16-18 years old. The control group (CG) con- sisted of 35 students and the experimental group (EG) consisted of 35 students. Tech- nological tools such as Padlet, Google Slides, Google Forms, Google Docs, Google Docs, Mentimeter, Miro were applied to the students in the experimental group (EG). A Pre and Post-tests taken from the official Cambridge page of the reading section and A2 level were applied for the level and ages required by the students evaluated. The methodology used for this research was quasi-experimental because the groups were not chosen at random, but were previously formed, in this case, 2 parallel groups of third year of high school A-B, experimental group (GE) parallel A, and control group (GC) parallel B. Besides, its purpose was to analyze whether Tics and the im- provement of comprehensive reading are related. Besides, 3 virtual sessions were planned through Zoom, with a duration of 40 minutes each. Each session consisted of a procedure and reading strategies such as: Before, during and after reading, strategies such as: underlining, main ideas, concept maps, etc. The results obtained according to the Chi-square test showed that the (CG) to whom the technological tools mentioned above were applied, improved their reading comprehension. This conclusion was based on contrasting the results of the first test and then with a final test, after using the technological tools. This helped us to prove that by using the technological tools the students of the control group improved their comprehension level in terms of read- ing comprehension in English.