Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies
The purpose of this study was to determine if there is a significant difference in the level of reading comprehension between a pretest and a posttest, in students of an open high school in Nuevo León (Mexico) after an intervention based on motivation and metacognitive strategies. A quasi-experiment...
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| Publicado en: | Apuntes Universitarios |
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| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2021
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| _version_ | 1881695030250307584 |
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| author | Ruvalcabar-Estrada, Otoniel A. Hilt, Jorge Omar Trisca, Jorge |
| author_browse | A. Hilt, Jorge Omar Trisca, Jorge Ruvalcabar-Estrada, Otoniel |
| author_facet | Ruvalcabar-Estrada, Otoniel A. Hilt, Jorge Omar Trisca, Jorge |
| author_sort | Ruvalcabar-Estrada, Otoniel |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | The purpose of this study was to determine if there is a significant difference in the level of reading comprehension between a pretest and a posttest, in students of an open high school in Nuevo León (Mexico) after an intervention based on motivation and metacognitive strategies. A quasi-experimental quantitative design was used with an intervention of 14 weeks between the application of both measurements. The sample consisted of 18 students to whom three instruments were applied, the Cloze Test to measure reading comprehension, the Attributional Motivation Scale of General Achievement and the Inventory of General Metacognitive Strategies. The findings showed that there is a significant difference in reading comprehension (t (17) = 3.653, p = .002, Cohen'sd = 0.86) and metacognitive strategies (W = 30.00, p = .017, Biserial correlation r = 0.649) between the pretest and the posttest, although it was not significant in the level of motivation (t (17) = -0.341, p = .737, Cohen'sd = 0.008). In conclusion, through the execution of an intervention program in metacognitive strategies and motivation towards reading, an improvement in the level of reading comprehension of the participants was obtained. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/708 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/7082021-06-28T15:36:13Z Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies Comprensión lectora en estudiantes de escuela preparatoria abierta: efecto de una intervención basada en la motivación y las estrategias metacognitivas Ruvalcabar-Estrada, Otoniel A. Hilt, Jorge Omar Trisca, Jorge Reading comprehension; cognition; achievement motivation; intervention Comprensión lectora; cognición; motivación de logro; intervención The purpose of this study was to determine if there is a significant difference in the level of reading comprehension between a pretest and a posttest, in students of an open high school in Nuevo León (Mexico) after an intervention based on motivation and metacognitive strategies. A quasi-experimental quantitative design was used with an intervention of 14 weeks between the application of both measurements. The sample consisted of 18 students to whom three instruments were applied, the Cloze Test to measure reading comprehension, the Attributional Motivation Scale of General Achievement and the Inventory of General Metacognitive Strategies. The findings showed that there is a significant difference in reading comprehension (t (17) = 3.653, p = .002, Cohen'sd = 0.86) and metacognitive strategies (W = 30.00, p = .017, Biserial correlation r = 0.649) between the pretest and the posttest, although it was not significant in the level of motivation (t (17) = -0.341, p = .737, Cohen'sd = 0.008). In conclusion, through the execution of an intervention program in metacognitive strategies and motivation towards reading, an improvement in the level of reading comprehension of the participants was obtained. El propósito de este estudio fue determinar si existe una diferencia significativa del nivel de comprensión lectora entre un pretest y un postest, en alumnos de una escuela preparatoria abierta de Nuevo León (México) después de una intervención basada en la motivación y las estrategias metacognitivas. Se utilizó un diseño cuantitativo cuasi experimental con una intervención de 14 semanas entre la aplicación de ambas mediciones. La población estuvo compuesta por 18 alumnos a quienes se les aplicaron tres instrumentos, el Test de Cloze para medir la comprensión lectora, la Escala Atribucional de Motivación de Logro General y el Inventario de Estrategias Metacognitivas Generales. Los hallazgos mostraron que existe una diferencia significativa de comprensión lectora (t(17) = 3.653, p = .002, Cohen´s d = 0.86) y estrategias metacognitivas (W = 30.00, p = .017, Correlación biserial r = 0.649) entre el pretest y el postest, aunque no fue significativo en el nivel de motivación (t(17) = -0.341, p = .737, Cohen´s d = 0.008). En conclusión, mediante la ejecución de un programa de intervención en estrategias metacognitivas y motivación hacia la lectura, se obtuvo una mejora en el nivel de comprensión lectora de los participantes. Universidad Peruana Unión 2021-04-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/708 10.17162/au.v11i3.708 Apuntes Universitarios; Vol. 11 Núm. 3 (2021): Revista de Investigación Apuntes Universitarios; 311-330 2304-0335 2225-7136 10.17162/au.v11i3 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/708/784 Derechos de autor 2021 Otoniel Ruvalcabar-Estrada, Jorge A. Hilt, Jorge Omar Trisca https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Reading comprehension; cognition; achievement motivation; intervention Comprensión lectora; cognición; motivación de logro; intervención Ruvalcabar-Estrada, Otoniel A. Hilt, Jorge Omar Trisca, Jorge Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title | Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title_alt | Comprensión lectora en estudiantes de escuela preparatoria abierta: efecto de una intervención basada en la motivación y las estrategias metacognitivas |
| title_full | Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title_fullStr | Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title_full_unstemmed | Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title_short | Reading Comprehension in Open High School Students: Effect of a Motivation Based Intervention and metacognitive strategies |
| title_sort | reading comprehension in open high school students effect of a motivation based intervention and metacognitive strategies |
| topic | Reading comprehension; cognition; achievement motivation; intervention Comprensión lectora; cognición; motivación de logro; intervención |
| topic_facet | Reading comprehension; cognition; achievement motivation; intervention Comprensión lectora; cognición; motivación de logro; intervención |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/708 |
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