Potenciando la comprensión lectora en educación básica mediante el aula invertida: un enfoque innovador para estudiantes activos y autónomos
DOI:
https://doi.org/10.67166/fdkw3x46Palabras clave:
aula invertida; comprensión lectora; educación básica; autonomía; lectura crítica.Resumen
El objetivo de la investigación fue determinar la influencia del aula invertida como estrategia didáctica en el fortalecimiento de la comprensión lectora en estudiantes de educación básica. El estudio se estructuró bajo un diseño cuasi experimental, de enfoque cuantitativo y alcance descriptivo-correlacional, con un grupo de control y un grupo experimental. Participaron 80 estudiantes distribuidos en dos grupos equivalentes. Se elaboró un test de base estructurada para medir destrezas de lectura literal, inferencial, crítica, reorganización de información, autorregulación lectora y argumentación escrita. El instrumento fue validado por diez expertos en Lengua y Literatura, innovación educativa y evaluación del aprendizaje; además, alcanzó una confiabilidad Alfa de Cronbach de 0.89, considerada muy alta. La propuesta Aula Invertida Lectora Activa (AILA) integró videos breves, guías previas, preguntas generadoras, lectura colaborativa, discusión en clase y retroalimentación formativa. Para el análisis se aplicaron estadísticos descriptivos, correlación de Pearson, prueba t de Student para muestras independientes y tamaño del efecto mediante d de Cohen. Los resultados modelados evidenciaron equivalencia inicial entre los grupos y mejoras superiores en el grupo experimental en todas las destrezas evaluadas, especialmente en inferencia, lectura crítica y autorregulación. Asimismo, se observaron correlaciones positivas entre el cumplimiento de actividades previas y el desempeño lector. Se concluye que el aula invertida, cuando se acompaña de mediación docente, recursos pertinentes y actividades activas en el aula, contribuye a transformar la lectura escolar en un proceso más autónomo, reflexivo y participativo.
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Derechos de autor 2025 Nitzia Margarita Pérez Logroño (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
