Browsing by Author "Cadena Valle, Vicky Elizabeth"

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    “Incidencia de la poesía protesta en el desarrollo del pensamiento crítico en los estudiantes”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Cadena Valle, Vicky Elizabeth; Bocancho Sunta, Nataly Silvana; Corrales Suárez, Nelson Arturo
    Protest poetry brings literary resources and social issues together, turning reading into an opportunity for interpretation, dialogue, and reasoned positioning. This study examined the incidence of a protest-poetry teaching strategy on self-reported critical-thinking indicators among 32 sixth-, seventh-, and eighth-grade General Basic Education students at Unidad Educativa Particular “Internacional Cotopaxi”. In this article, incidence refers to the descriptive difference between the measurements taken before and after the strategy. A quantitative, descriptive-comparative approach and a one-group pre-experimental design were used. Students completed a 16-item self-report questionnaire covering four dimensions: critical reading and social analysis; poetic interpretation and contextualization; argumentation and comparison of perspectives; and reflection on social problems. Responses were coded on a one-to-four scale and analyzed through frequencies, valid percentages, and weighted means. The pretest yielded 500 valid responses: 47.4% “never,” 45.2% “rarely,” 5.8% “frequently,” and 1.6% “always.” The posttest yielded 511 valid responses: 29.4% “frequently” and 70.6% “always.” The overall mean rose from 1.62 to 3.71 points. Higher posttest values were found for identifying social problems, understanding implicit messages, supporting opinions, comparing viewpoints, and proposing solutions. These findings describe a favorable change in self-reported indicators; however, the lack of a comparison group and participant-level records prevents a causal attribution to the strategy