Estrategias guiadas y espontáneas de la lectura y escritura académica, y su impacto en el ingreso universitario
Fecha
Director
Enlace al recurso
DOI
ORCID
Google Scholar
Cvlac
gruplac
Descripción Dominio:
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Santo Tomás seccional Bucaramanga
Compartir
Resumen
El aprendizaje en los niveles educativos superiores implica habilidades de lectura y escritura que conllevan ciertas particularidades ligadas a cada campo disciplinar. El dominio de estas suele condicionar la trayectoria universitaria de cada ingresante, llegando a veces a determinar su permanencia en el sistema. El presente trabajo pretendió determinar la relación que existe entre las estrategias de lectura y escritura utilizadas por estudiantes y el rendimiento académico obtenido. Para tal fin, se realizó un estudio de carácter descriptivo correlacional en donde se administró la subescala de alfabetización académica de la encuesta sobre hábitos lectores y escritores en estudiantes universitarios (Guzmán y García, 2015) a 440 estudiantes del Curso de Nivelación de la Facultad de Psicología de la Universidad Nacional de Córdoba del año 2020. Los datos obtenidos revelan que las actividades propuestas por el cuerpo docente y las acciones espontáneas implementadas por cada estudiante durante el curso de ingreso influyen en el rendimiento académico, sin embargo, no ocurre lo mismo al analizar las trayectorias variadas en la alfabetización académica en la escuela secundaria, las cuales no permiten discriminar entre las distintas condiciones que se obtienen al final del ingreso a la carrera.
Learning at higher educational levels involves reading and writing skills that entail certain particularities linked to each disciplinary field. Mastery of these usually conditions the university career of each entrant, sometimes even determining their permanence in the system. The present work aimed to determine the relationship between the reading and writing strategies used by students and the academic performance obtained. For this purpose, a descriptive correlational study was carried out in which the academic literacy subscale of the survey on reading and writing habits in university students (Guzmán y García, 2015) was administered to 440 students of the Leveling Course of the Faculty of Education. Psychology of the National University of Córdoba of the year 2020. The data obtained reveal that the activities proposed by the teaching staff and the spontaneous actions implemented by each student during the admission course influence academic performance, however, the same does not occur when analyzing the varied trajectories in academic literacy in secondary school, which do not allow discriminating between the different conditions that are obtained at the end of entering the career.
Learning at higher educational levels involves reading and writing skills that entail certain particularities linked to each disciplinary field. Mastery of these usually conditions the university career of each entrant, sometimes even determining their permanence in the system. The present work aimed to determine the relationship between the reading and writing strategies used by students and the academic performance obtained. For this purpose, a descriptive correlational study was carried out in which the academic literacy subscale of the survey on reading and writing habits in university students (Guzmán y García, 2015) was administered to 440 students of the Leveling Course of the Faculty of Education. Psychology of the National University of Córdoba of the year 2020. The data obtained reveal that the activities proposed by the teaching staff and the spontaneous actions implemented by each student during the admission course influence academic performance, however, the same does not occur when analyzing the varied trajectories in academic literacy in secondary school, which do not allow discriminating between the different conditions that are obtained at the end of entering the career.
Abstract
Idioma
Palabras clave
Academic literacy, Higher education, Academic performance, School trajectory, University admission, Alfabetización académica, Educación superior, Rendimiento académico, Trayectoria escolar, Admisión en la universidad
Citación
Colecciones
Licencia Creative Commons
Derechos de autor 2022 Espiral, Revista de Docencia e Investigación