Fortalecimiento de la Comprensión Lectora en Estudiantes de Bachillerato: Un Estudio Cuasi-Experimental: Strengthening Reading Comprehension in High School Students: A Quasi-Experimental Study

Roberto Arturo Rojas Vera

doi:10.29394/Scientific.issn.2542-2987.2025.10.38.13.264-284

Authors

Roberto Arturo Rojas Vera Universidad César Vallejo, UCV https://orcid.org/0000-0002-1762-2127

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.38.13.264-284

Keywords:

reading comprehension, educational technology, teaching methods, active learning, digital divide

Abstract

Low reading comprehension levels among Ecuadorian students, as evidenced by international assessments such as PISA, and the underutilization of available educational technologies justify the need for evidence-based pedagogical interventions. This study analyzed the effect of technological tools and innovative pedagogical strategies on the strengthening of reading comprehension in Ecuadorian high school students. A quantitative quasi-experimental design was adopted; the sample included 500 students in experimental and control groups, along with 50 teachers from institutions in Guayaquil. Data were collected through a Likert-scale questionnaire, a structured classroom observation protocol, and a standardized reading comprehension test with pretest and posttest phases. The experimental group received a pedagogical intervention integrating eXeLearning, interactive graphic organizers, and gamified activities. Results indicate that 68% of students reached adequate levels in literal comprehension, 45% in inferential comprehension, and 38% in criterial comprehension. eXeLearning produced a 25% increase in experimental group scores, and metacognitive strategies raised performance by 22%. A significant technological gap was identified between urban and rural contexts. It is concluded that the pedagogically grounded integration of digital technologies improves reading comprehension differentially, provided that equitable access to technological infrastructure is ensured.

Downloads

Download data is not yet available.

Author Biography

Roberto Arturo Rojas Vera, Universidad César Vallejo, UCV

Nacido en Guayaquil, Ecuador, el 12 de septiembre del año 1959. Magister en Diseño Curricular; Doctorando en la Universidad César Vallejo (UCV) de Perú; docente jubilado del Colegio Nacional Vicente Rocafuerte; reconocido como Mejor Profesor Vicentino en el 2015 y 2018; miembro de la Casa de la Cultura Ecuatoriana Núcleo del Guayas; Docente de la Facultad de Educación Física, Deportes y Recreación de la Universidad de Guayaquil (UG); Rector de la Unidad Educativa Fedeguayas; actualmente soy Analista de Evaluación Educativa de la Unidad Educativa Liceo Naval Guayaquil; ponente en eventos de capacitación nacionales e internacionales; autor de varios libros académicos, deportivos y artículos científicos publicados en revistas de alto impacto.

References

Aitken, A. A., Graham, S., & McNeish, D. (2022). The effects of choice versus preference on writing and the mediating role of perceived competence. Journal of Educational Psychology, 114(8), 1844–1865. https://doi.org/10.1037/EDU0000765

Anchundia, N. de J., Anchundia, M. A., Chila, B. M., & Angulo, F. M. (2023). Metodologías activas para un aprendizaje significativo. Ciencia Latina Revista Científica Multidisciplinar, 7(4), 6930–6942. https://doi.org/10.37811/cl_rcm.v7i4.7453

Armijos, A. P., Paucar, C. V., & Quintero, J. A. (2023). Estrategias para la comprensión lectora: Una revisión de estudios en Latinoamérica. Revista Andina de Educación, 6(2), 000626. https://doi.org/10.32719/26312816.2022.6.2.6

Avalos, A. de L. Á., & Pico, J. F. (2024). El impacto de las TIC en el desarrollo cognitivo infantil. Dominio de Las Ciencias, 10(3), 392–400. https://doi.org/10.23857/dc.v10i3.3930

Baño, F. G. (2024). Análisis comparativo nacional y regional sobre la competencia lectora en estudiantes ecuatorianos de Educación General Básica, subniveles Elemental y Media. Revista Científica UISRAEL, 11(3), 53–70. https://doi.org/10.35290/RCUI.V11N3.2024.1129

Cáceres, M. P., Trujillo, J. M., Romero, J. M., & Berral, B. (2024). Percepciones y experiencias docentes en apps móviles para potenciar habilidades lectoescritoras en el aula. Porta Linguarum. Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 2024(XI), 61–74. https://doi.org/10.30827/PORTALIN.VIXI.30130

Díaz, Z., Noria, V. M., & Buendía, M. A. (2024). Comprensión lectora en la era digital: Una revisión sistemática. Revista Andina de Educación, 7(2), 000721. https://doi.org/10.32719/26312816.2024.7.2.1

Hernández, A. A., Ramos, M. P., Placencia, B. M., Indacochea, B., Quimis, A. J., & Moreno, L. A. (2018). Metodología de la investigación científica. Editorial Área de Innovación y Desarrollo.

Huang, A., Lu, O., & Yang, S. (2023). Effects of artificial intelligence-enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684

Ishtiaq, M. (2019). Book review: Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. English Language Teaching, 12(5), 40-41. https://doi.org/10.5539/elt.v12n5p40

Lawson, A. (2015). Hypothetico-deductive method. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 471–472). Springer. https://doi.org/10.1007/978-94-007-2150-0_260

Lions, S., & Peña, M. (2016). Reading comprehension in Latin America: Difficulties and possible interventions. New Directions for Child and Adolescent Development, 152, 71–84. https://doi.org/10.1002/cad.20158

Liu, D. (2024). The effects of segmentation on cognitive load, vocabulary learning and retention, and reading comprehension in a multimedia learning environment. BMC Psychology, 12(1), 1–12. https://doi.org/10.1186/s40359-023-01489-5

Madrid, G. del R., Cedeño, S. A., Reyes, A. N., & Encalada, F. C. (2024). Reto hacia una educación intercultural en las aulas. Reincisol, 3(5), 236–265. https://doi.org/10.59282/reincisol.v3(5)236-265

Maina, M., & Basel, V. (2024). Comprensión lectora en pantalla: Una propuesta educativa de software libre. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación, 22(2), 133–149. https://doi.org/10.15366/reice2024.22.2.008

Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., & Kreibel, D. (2023). Impacto de la inteligencia artificial en los métodos de evaluación en la educación primaria y secundaria: revisión sistemática de la literatura. Revista de Psicodidáctica, 28(2), 93–103. https://doi.org/10.1016/j.psicod.2023.06.001

Martín-Ruiz, I., & González-Valenzuela, M. J. (2022). Análisis de la comprensión lectora y sus dificultades en adolescentes. Anales de Psicología, 38(2), 251–258. https://doi.org/10.6018/analesps.419111

Meniado, J. C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117–129. https://doi.org/10.5539/elt.v9n3p117

Ndegwa, A., Gutiérrez-Colón, M., & Manegre, M. (2024). Impact of a gamified application on reading comprehension and attitude of Swahili among young learners in Kenya. Interactive Learning Environments, 32(6), 3047–3059. https://doi.org/10.1080/10494820.2023.2165507

OECD (2018). PISA for development assessment and analytical framework: Reading, mathematics and science. OECD Publishing. https://doi.org/10.1787/9789264305274-en

Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hooffmann, T., Mulrow, C., … Moher, D. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016

Paige, D., Rupley, W. H., & Ziglari, L. (2024). Critical thinking in reading comprehension: Fine tuning the simple view of reading. Education Sciences, 14(3), 225. https://doi.org/10.3390/educsci14030225

Quito, I. J., Vizueta, J. K., Pinos, P. C., & Dután, M. E. (2024). Los recursos tecnológicos en el desarrollo de la comprensión lectora en estudiantes de Básica Elemental. Polo Del Conocimiento, 9(6), 2570–2595. Casa Editora del Polo.

Sam, P., & Rajan, P. (2013). Using graphic organizers to improve reading comprehension skills for the middle school ESL students. English Language Teaching, 6(2), 155–165. https://doi.org/10.5539/elt.v6n2p155

Solís-Martínez, E., & Ramas-Arauz, F. E. (2024). Fortalecimiento de la comprensión lectora mediante organizadores gráficos (mapa conceptual y mapa de lectura). Revista RedCA, 7(19), 83–108. https://doi.org/10.36677/REDCA.V7I19.22146

Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 12, 635289. https://doi.org/10.3389/fpsyg.2021.635289

Thaqi, E., Mantawy, M. O., & Kasneci, E. (2024). SARA: Smart AI reading assistant for reading comprehension. Proceedings of the 2024 Symposium on Eye Tracking Research and Applications, 1–3. https://doi.org/10.1145/3649902.3655661

UNESCO (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? (UNESCO, Ed.). GEM Report UNESCO. https://doi.org/10.54676/uzqv8501

Valero-Ancco, V. N., Pari-Orihuela, M., & Calsin-Chambilla, Y. M. (2024). Comprensión lectora en universitarios ingresantes. Revista Docentes 2.0, 17(1), 174–182. https://doi.org/10.37843/rted.v17i1.453

Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1), 2061683. https://doi.org/10.1080/2331186x.2022.2061683

Villarente, M. D., & Moral, R. V. (2024). Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting. EIKI Journal of Effective Teaching Methods, 2(1), 134–149. https://doi.org/10.59652/jetm.v2i1.138

Wiley, E. W. (2014). Experimental and quasi-experimental designs for research: Campbell and Stanley. En E. W. Wiley (Ed.), Encyclopedia of educational theory and philosophy (Vol. 2, pp. 318–320). SAGE Publications.

Yousefpoori-Naeim, M., Bulut, O., & Tan, B. (2023). Predicting reading comprehension performance based on student characteristics and item properties. Studies in Educational Evaluation, 79, 101309. https://doi.org/10.1016/j.stueduc.2023.101309

Strengthening Reading Comprehension in High School Students: A Quasi-Experimental Study