Browsing by Author "Villacis Borja, María Arlette"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Educaplay como estrategia didáctica para la comprensión lectora
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-20) Villacis Borja, María Arlette; Alajo Anchatuña, Alexandra Lorena
    In Ecuadorian General Basic Education, making inferences, connecting causes and consequences, and supporting interpretations remain reading comprehension challenges. The study examined the relevance of Educaplay as a teaching strategy for strengthening this competence among seventh-grade students at Unidad Educativa Alicia Marcuard de Yerovi. A mixed-methods approach, descriptive scope, and one-group pre-experimental design were used with non-probability census sampling. The population comprised the seventh-grade class; the analytical sample included 25 pretest questionnaires and 11 posttest questionnaires. For perceived reading comprehension, the mean rose from 4.21 to 4.37 and the high level from 83.82% to 93.33%. For the evaluation of Educaplay and digital resources, the mean increased from 3.99 to 4.34 and the high level from 67.16% to 79.31%. Open-ended responses showed that students recognized conflicts, narrative support, and lessons, although many explanations remained brief. The overall pretest Cronbach’s alpha was 0.69. The results indicated a favorable trend, but participant attrition and the lack of paired records prevented attributing the changes exclusively to the platform. The main contribution was the comparison of quantitative self-perception with written evidence of comprehension in an Ecuadorian school context