Uso de metodologías activas como estrategias para potenciar la comprensión lectora en estudiantes de séptimo año de educación básica

Abstract

Abstract: The objective of this research was to determine the influence of applying active methodologies on strengthening reading comprehension among 7th-grade students at the "Sagrados Corazones" High School located in La Concordia, Santo Domingo de los Tsáchilas province. The study was conducted using a quantitative approach with a single-group quasi-experimental design (pre-test and post-test), involving 30 students selected through non-probability sampling. The pedagogical intervention was based on the combined application of active methodologies, including cooperative learning, project-based learning (PBL), gamification, problem-based learning, and inquiry-based learning, all aimed at promoting active participation, motivation, and the development of reading skills. Data collection utilized the Progressive Complexity Reading Comprehension Test (CLP), administered before and after the intervention. Statistical analysis was performed using the Wilcoxon signed-rank test via SPSS software. The results demonstrated a statistically significant improvement in students&#39; reading comprehension, reflected in the increased post-test means compared to the pre-test (p < 0.05). Specifically, 69.2% of participants showed progress in their reading performance, with no decrease in results recorded. In conclusion, the combined application of active methodologies proved to be an effective pedagogical strategy for enhancing reading comprehension in rural educational contexts, while also fostering student motivation, participation, and meaningful learning.