Comprensión de textos expositivos científicos multimodales, factores socioafectivos, metacognición y autorregulación en 5° año básico.
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Date
2025
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Publisher
Universidad de Concepción
Abstract
Como la comprensión de textos científicos multimodales es compleja y necesaria, pero poco se enseña en la cultura escolar, el objetivo de esta investigación es diagnosticar el nivel de comprensión lectora de textos expositivos científicos multimodales (TECM) y analizar su relación con algunos factores socioafectivos: la motivación lectora, la autopercepción lector(a), la valoración de la lectura como proceso social compartido; la metacognición y la autorregulación de actividades de aprendizaje y autopercepción de supremacía y dificultades, en una muestra intencionada estratificada de 130 escolares de 5° básico de 6 colegios urbanos y uno rural de la comuna de Los Ángeles, Chile; a la que se aplicaron cinco instrumentos válidos y confiables disponibles en español, en un estudio descriptivo- correlacional cuantitativo, en que se analizaron los datos con estadística descriptiva. Los resultados evidencian la influencia de la estratificación social y del género en comprensión de texto y alta relación con los factores socioafectivos, la metacognición y la autorregulación. En comprensión de TECM, los puntajes son bajos, aunque son relativamente mejores en el colegio particular pagado y más descendidos en los de mayor vulnerabilidad; respecto al género, los niños logran mejor puntaje que las niñas. En las preguntas inferenciales, los puntajes descienden notoriamente en forma transversal. En la mayoría de la muestra, logran menor puntaje en los factores socioafectivos y evidencian poco interés por leer textos, menos interés en los científicos, que decrece más en las niñas y se extingue en los colegios más vulnerables.
As the comprehension of multimodal scientific texts is so necessary despite their complexity and little is taught in school culture, the objective of this research is to diagnose the level of reading comprehension of multimodal scientific expository texts (MCTE) and to analyse its relationship with some socio-affective factors: reading motivation, reader's self-perception, etc. the appreciation of reading as a shared social process; metacognition and self-regulation of learning activities and self-perception of supremacy and difficulties, in a stratified intentional sample of 130 5th grade schoolchildren from 6 urban schools and one rural school in the commune of Los Angeles, Chile; to which five valid and reliable instruments available in Spanish were applied, in a quantitative descriptive-correlational study. Descriptive statistics were used in the analysis of the data. The results show the influence of social stratification and gender on text comprehension and a high relationship with socio-affective factors, metacognition and self-regulation. In TECM's understanding, the scores are low, although they are relatively better in the paid private school and the lowest in the most vulnerable ones. Boys score better than girls. In inferential questions, the scores drop markedly in a cross-sectional way. In most of the sample, they achieve lower scores in socio affective factors. They show little interest in reading texts, more in scientific texts, which decreases more in girls and is extinguished in the most vulnerable schools.
As the comprehension of multimodal scientific texts is so necessary despite their complexity and little is taught in school culture, the objective of this research is to diagnose the level of reading comprehension of multimodal scientific expository texts (MCTE) and to analyse its relationship with some socio-affective factors: reading motivation, reader's self-perception, etc. the appreciation of reading as a shared social process; metacognition and self-regulation of learning activities and self-perception of supremacy and difficulties, in a stratified intentional sample of 130 5th grade schoolchildren from 6 urban schools and one rural school in the commune of Los Angeles, Chile; to which five valid and reliable instruments available in Spanish were applied, in a quantitative descriptive-correlational study. Descriptive statistics were used in the analysis of the data. The results show the influence of social stratification and gender on text comprehension and a high relationship with socio-affective factors, metacognition and self-regulation. In TECM's understanding, the scores are low, although they are relatively better in the paid private school and the lowest in the most vulnerable ones. Boys score better than girls. In inferential questions, the scores drop markedly in a cross-sectional way. In most of the sample, they achieve lower scores in socio affective factors. They show little interest in reading texts, more in scientific texts, which decreases more in girls and is extinguished in the most vulnerable schools.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica con Mención en Lenguaje y Ciencias Sociales