Las TIC como estrategia didáctica para la comprensión lectora de la asignatura Lengua y Literatura en estudiantes del Primero de Bachillerato de la Unidad Educativa Leopoldo Lucero

Abstract

This work presents as a topic the creation of a didactic strategy to optimize reading comprehension in students in the first year of high school at the Leopoldo Lucero Educational Unit; it is based on five levels or processes proposed to achieve reading comprehension. The general purpose of this project is to enhance the teaching-learning processes in the reading comprehension of the subject of Language and Literature in students of the First Baccalaureate of the Leopoldo Lucero Educational Unit, through the creation and implementation of a didactic strategy based on the use of Information and Communication Technologies (ICT). It is based on the positivist paradigm with a quantitative approach and a quasi-experimental type of research. The population is made up of 60 students, from which a sample of 42 participants was taken (N° FEMALE= 79%; N° MALE= 21%). The techniques and instruments applied were a pretest to identify the level of reading comprehension, a survey to characterize the knowledge of students, teachers and the director about ICT, a scale of attitudes towards the use of Information and Communication Technologies, and a post-test to verify if the implementation of the web page enhanced the level of comprehension in students. In the research, an analysis plan was designed for each variable according to the objectives and hypotheses proposed; this allowed a descriptive and exploratory analysis that included a univariate, bivariate and multivariate approach. As a proposal, a web page was created in Google Sites, which was implemented as a didactic strategy. The results showed an increase in the students' reading comprehension level after applying the activities used in the web page. In conclusion, the use of ICT as a didactic strategy makes it possible to improve reading comprehension and motivates students in their learning process.