Ciencias Humanas y de la Educación
Permanent URI for this communityhttp://repositorio.uta.edu.ec/handle/123456789/408
Browse
19 results
Search Results
Item Reciprocal Teaching Strategy and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Tubón Guamán Ibeth Celena; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe following research work aimed to analyze the impact of the Reciprocal Teaching Strategy on the Reading Comprehension of 36 students from the second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The methodology used in this study was a quantitative approach with a pre-experimental design. Regarding the evaluation instrument, the first four parts of the KET reading test from Cambridge were used as a pre-test and post-test to assess the students’ reading comprehension. Moreover, the interventions consisted of ten 90-minute sessions, in which Reciprocal Teaching with various types of texts was used to enhance learners’ reading comprehension. These sessions had a pre-while and post-reading lesson plan structure, where the strategies of questioning, predicting, clarifying, and summarizing of Reciprocal Teaching were applied. The data was analyzed through IBM´s Statistical Package for the Social Sciences (SPSS), which showed a mean difference of 3.78 and a significance of p = 0.000 between the pre-test and post-test. These results demonstrate a significant improvement in students’ reading performance after the application of the strategy. Reciprocal teaching allowed students to interact with texts more effectively, enhancing their literal and inferential comprehension, increasing their vocabulary, and improving their grammatical competence. In addition, this strategy, being collaborative, fostered group knowledge construction, active learning, and critical thinking through communication among students. In conclusion, Reciprocal Teaching proved to be an effective didactic strategy to improve the reading comprehension of university students.Item Background Knowledge and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Mosquera Granda Patricio Ricardo; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.Item Information and Communication Technologies and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Cerda Cisneros Angelica Tamia; Sulca Guale Manuel Xavier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis current study described the perspectives of fourth and fifth semester students of Pedagogía de los Idiomas Nacionales y Extranjeros Program on Information and Communication Technologies to enhance reading comprehension. A total of 60 students from Universidad Técnica de Ambato (11 males and 49 females between 18 and 25 years old) participated in a descriptive, non-experimental research. Data was collected through a survey with 21 items on a Likert scale and two open-ended questions. This survey was validated by Cronbach's Alpha coefficient (0,941) and approved by five experts in the field of education who showed acceptance of each survey item, the values ranged between 0,80 and 1 in the Aiken's V coefficient. Additionally, the research was based on three research questions focused on the study objectives. The results revealed that the types of Information and Communication Technologies most promoted in the classroom are content creation tools such as Canva, assessment tools such as Nearpod, Kahoot, Quizizz, Socrative and collaboration tools such as Google Docs. Likewise, the levels of reading comprehension were explored, the literal and inferential levels were the most developed by the students, such as identifying the sequence of events stated in a text and drawing conclusions paying attention to prior knowledge. However, the critical level of comprehension that involves giving opinions about a text turned out to be a challenge for the students. Finally, there were several strategies applied for reading comprehension. Most students preferred the use of strategies such as guessing meaning from context, skimming, activating prior knowledge and monitoring. Nevertheless, note-taking was considered a strategy that is not frequently used.Item Question – answer relationship (qar) comprehension strategy and reading skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Gallardo Córdova Dayana Liseeth; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research work aimed to examine the effects of Question – Answer Relationship Comprehension Strategy for reading skills among fifth semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Universidad Técnica de Ambato. This research, although it covers reading skills, focuses more on reading comprehension. In a quasi-experimental design, 23 participants were divided into two groups: 13 students formed the experimental group, while 10 students composed the control group. The study employed pre and post-tests based on the reading section, parts 1, 2 and 3, of the PET exam. These tests were evaluated using three criteria of reading comprehension (literal, inferential and critical). Using a quantitative approach, the study analyzed and interpreted the results obtained from the tests, formulating conclusions and recommendations based on the specific context and experiences of the participants. Data analysis confirmed that the experimental group showed significantly greater improvement in literal comprehension, while inferential and critical comprehension were maintained. The finding demonstrated that the QAR strategy effectively improved students' literal comprehension, particularly with Right There and Think and Search questions. However, it had limited impact on inferential and critical comprehension levels. While students became more proficient at identifying explicit information in the text, additional support is needed to strengthen their ability to engage with higher-order thinking tasks like inference and critical evaluationItem Scaffolding Techniques and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Yanchaguano Aimacaña Fabiola; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe following research aimed to examine the effect of scaffolding techniques on students’ reading comprehension. This study used a quantitative approach with a correlational research type and a quasi-experimental design. The population consisted of 64 English B1 level students of the Centro de Idiomas at Universidad Técnica de Ambato, who were divided into two groups. Thus, thirty-two students were part of the control group, 14 males and 18 females between the ages of 18 to 24. Likewise, thirty-two students formed the experimental group, 22 males and 10 females between the ages of 18 to 24. This study included the administration of a pre- and post-test in both groups using the three sections of the Preliminary English Test (PET) reading test. The interventions consisted of ten sessions that aimed to use scaffolding techniques to improve students' reading comprehension. These sessions were structured with pre-, while and post-reading activities. The data were analyzed using the Statical Package for Social Sciences (SPSS) software. The results revealed that students from the experimental group made greater progress, moving from 8,00 points out of 15 to a mean score of 10,19 points out of 15, with a difference of 2,19 points. In conclusion, the use of scaffolding techniques significantly improves students' reading comprehension and engages them in classroom activities; teacher guidance and support, group activities, and peer help and feedback allow students to gradually improve their comprehension levels and become more autonomous. The use of visuals, brainstorming activities, modelling and contextualizing of the texts permit this group of students to better recognize explicit information and critically examine textual content. Therefore, the supportive environment developed through scaffolding techniques allows these students to improve their reading comprehension levels, gain confidence and reduce stress by exchanging ideas and correcting mistakes with others.Item Audiobooks and the reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Macías Moreno, Magdalena Misshell; Suárez Mosquera, Wilma ElizabethAudiobooks are electronic books format or recording books which are listened instead of being only read as printed books. Audiobooks has been seen as a supporting tool for people with reading disabilities. However nowadays it is seen as a media for developing high listening and reading competencies. The objective of this research is to analyze how audiobooks improve reading comprehension. This was a quasiexperimental study with a group of 29 participants that belonged to seventh semester of Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The investigation lasted 2 weeks with eight interventions in total. At the beginning of the experiment students were given a pre-test based on CAE reading and use of English. After that, students read and listened to five different audiobooks written by Oscar Wilde. By the end of each session students were given a questionnaire with ten multiple choice questions. After the period of treatment students were given the post-test. The hypothesis was proved by using Saphiro and Wilcoxon tests. The results showed that using audiobooks in class improved reading comprehension on studentsItem Collaborative learning and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel XavierThe current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.Item M-learning in reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Cocha Toaza, Edisson Patricio; Infante Paredes, Ruth ElizabethThis research aimed to determine the effects of M-learning in reading comprehension of students from of “Pedagogia de los Idiomas Nacionales y Extranjeros” at “Universidad Técnica de Ambato” The methodology was a mixed approach. On the one hand, it is qualitative because a survey was applied in order to determine the most Web 3.0 application between students of fourth-semester focus on the educational environment. On the other hand, it is quantitative because a standardized pre-test and post-test were taken from Cambridge Assessment were used to measure the level of learners in reading comprehension in three levels: Literal, Inferential and Evaluative. In addition, this research used an experimental design because treatment was applied to 27 students of PINE majors. Also, through the platform "Mobincube", the researcher created a mobile application called "Developing Reading Levels 1.0" which contained authentic material focused on improving students’ reading comprehension. This platform was very intuitive since it was easy to access and to complete the tasks provided by the teacher. Finally, learners demonstrated an increase in their cognitive abilities at the moment of answering literal, inferential, and evaluative questions and various points of view of the author. Consequently, it can be concluded that the use of mobile applications influenced the development of their reading comprehension when analyzing and understanding complex texts from the ease of their mobile deviceItem Fairy Tales in Reading Comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Pillaga Riofrío, Bryan Israel; Calero Sánchez, Ximena AlexandraEarly exposure to English has a profound influence on a child's brain development. They will improve their focus and problem-solving skills. As language learners, reading helps children to explore themes that they are interested in and stories that captivate them. Children are exposed to a great deal of new information every day, making it difficult for them to understand certain things. In order to solve these problems, it was decided to implement the fairy tales. Through fairy tales, children will develop an interest in reading, it will make it easier for them to understand what they have just read since it will allow them to connect ideas in a better way. The study was carried out with the participation of 7 5th grade students from the "Pestalozzi Educational Unit". At first it was necessary to take a survey to choose the material to apply with the children. In addition, two standardized tests extracted from Cambridge were applied, the same ones that gave us the data referring to the pre and post-test respectively. To accomplish the objective some hypothesis was set. And the result obtained from the research was compared with the different hypothesis that were made. The results obtained were analyzed using the Student's T-test for related samples, which were necessary to finally be able to confirm the established hypothesis. Key words:Item Comics books and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Garzón Tapia, Josue Alexander; Chimbo Cáceres, Elsa MayorieThe main aim of the study was to determine the influence of Comics books on reading comprehension. The study was developed at Universidad Técnica de Ambato, in the PINE program to 1st semester in which 34 students were determined as the subject of study. A mixed-method was implemented and a quasi-experimental design was applied; thus, the class was divided into two groups, a control group and an experimental group. To determine the students' proficiency in reading comprehension and collect data, A2 key exam was applied as a pre and post-test. Additionally, a survey was applied to know students’ expectations about comic books and achieve conclusions. According to the results from the experimental group, they showed an increase in reading comprehension from 5,35 to 8,29 out of ten and the P-value was ,001 which was less than ,005. In the end, it was concluded that comics influenced positively reading comprehension. They help students to understand the stories and motivate them to read.