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Revista Iberoamericana de la Educación, Vol - 8 No. 4, October - December 2024
e-ISSN: 2737-632x
Pgs 1-11
* Master's Degree in Education,
Mention in Educational Technology
and Innovation, Escuela de Educación
Básica Particular "Océano Pacífico".
marylimones8@gmail.com
https://orcid.org/0000 - 0002 - 9356 -
3632
* Master in Design and Evaluation of
Educational Models, Freirestabile
Educational Unit.
mgarcia270271@gmail.com
https://orcid.org/0000 - 0003 - 1661 -
1757
* Master's Degree in Education,
Educational Technology and
Innovation, St. Helena Peninsula State
University.
fdominguez @upse.edu.ec
https://orcid.org/0000 - 0001 - 7325 -
4552
Received: March, 2024
Approved: July, 2024
DOI:
https://doi.org/10.31876/ri
e.v8i4.277
http://www.revista-
iberoamericana.org/index.
php/es
How to cite:
Limones, M., García, R.,
Domínguez, F. (2024) Impact
of the use of information and
communication technologies
on the performance of
reading comprehension in
Higher Basic students.
Revista Iberoamericana De
educación, 8 (4).
Impact of the use of information and
communication technologies on reading
comprehension performance in high
school students
Impacto del uso de las tecnologías de la información y comunicación en el
desempeño de la comprensión lectora en los estudiantes de Básica Superior
Impacto da utilização das tecnologias da informação e da comunicação no
desempenho da compreensão da leitura dos alunos do ensino básico
Mary Lorena Limones Gusqui*
Rosa Virginia García Yagual*
Fabián David Domínguez Pizarro*
Abstract
In this research work, we have worked with teachers and students,
making an exhaustive review of the lesson plans, didactic unit plans
and programming in the subject of Language and Literature. The
general objective is to analyze the impact of the use of ICTs through
a comparative study, for the performance of reading comprehension
in upper elementary school students. The approach of this research is
mixed, the collection of information through surveys and interviews,
the population is 1,285 students and a sample of 89 with a simple
random sampling in three educational units: U.E. Rashid Torbay,
U.E. Bilingual Cacique Tumbalá and U.E. Playas de Villamil. The
results allowed us to determine the different aspects in the use of ICT
and we propose a strategy through the use of techno-educational tools
to improve the performance of reading comprehension in students.
Keywords: ICTs - reading comprehension - techno-educational tools
- Language and Literature - Education
Resumen
En el presente trabajo investigativo se ha trabajado con los docentes
y estudiantes, haciendo una revisión exhaustiva a los planes de clases,
planes de unidad didáctica y programación en la asignatura de
Lengua y Literatura. El objetivo general, es analizar el impacto del
uso de las Tics mediante un estudio comparado, para el desempeño
de la comprensión lectora en estudiantes de Básica Superior. El
enfoque de esta investigación es mixto, la recolección de información
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mediante encuestas y entrevistas, la población es de 1.285 estudiantes
y una muestra de 89 con un muestreo aleatorio simple en tres
unidades educativas: U.E. Rashid Torbay, U.E. Bilingüe Cacique
Tumbalá y U.E. Playas de Villamil. Los resultados permitieron
determinar los diferentes aspectos en el uso de las TIC y se plantea
como propuesta la estrategia mediante el uso de herramientas tecno
educativo para el mejoramiento del desempeño de la comprensión
lectora en los estudiantes.
Palabras clave: TICs – comprensión lectora – herramientas tecno
educativo – Lengua y Literatura - Educación
Resumo
Neste trabalho de investigação trabalhámos com professores e
alunos, fazendo uma revisão exaustiva dos planos de aula, planos de
unidades didácticas e programação na disciplina de Língua e
Literatura. O objetivo geral é analisar o impacto da utilização das
TIC, através de um estudo comparativo, no desempenho da
compreensão da leitura em alunos do Ensino Básico. A abordagem
desta investigação é mista, a recolha de informação através de
inquéritos e entrevistas, a população é de 1.285 alunos e uma amostra
de 89 com uma amostragem aleatória simples em três unidades
educativas: U.E. Rashid Torbay, U.E. Bilingue Cacique Tumbalá e
U.E. Playas de Villamil. Os resultados permitiram determinar os
diferentes aspectos da utilização das TIC e propõe-se uma estratégia
através da utilização de ferramentas tecno-educativas para melhorar
o desempenho dos alunos na compreensão da leitura.
Palavras-chave: TIC - compreensão da leitura - ferramentas tecno-
educativas - Língua e Literatura - Educação.
INTRODUCTION
The use of Information and Communication Technologies in various
fields, especially in education systems, has led to the discussion of
different organizations, one of which is UNESCO, which in one of
its planned objectives for Education 2030, is to establish knowledge
societies that empower and integrate local communities to develop
access to and exchange of information in all areas of society.
This document elaborates on the Sustainable Development Goal
number 4 of Education 2030, which seeks to improve teachers, who
represent strong and influential forces in education and thus ensure
equity, access and quality of education. Globally, one of the
problems that cause the greatest concern in the educational area
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Impact of the use of information and communication technologies on the performance of reading
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refers to the application of traditional teaching methods, which are
generally teacher-driven.
To achieve this objective, OREALC/UNESCO mentions that
education systems are called to undergo paradigmatic changes in
their current configuration, and this process will be facilitated and
accelerated by the support provided by ICTs for their development.
In order to develop these competencies in each of its students, 21st
century education requires a new form of schooling that is more
flexible, personalized and ubiquitous. A new paradigm is based on
the understanding of all members of educational communities as
learners.
According to this background, it is important to mention that, in
recent years, self-learning has become more relevant worldwide,
supported by the development of new specialized technological
platforms, such as blogs, digital magazines, interactive learning
sites, video tutorials that are published in specialized portals, among
others; which facilitate the individual's access to information
regarding different topics of interest Diario El País (2015).
The research was developed in three (3) fiscal emblematic
establishments of the district 09D22 zone 5 of the Playas Canton in
the year 2020, with students of eighth, ninth and tenth year of the
following Educational Units: "U.E. Rashid Torbay"; "U.E.
Comunitaria Intercultural Bilingüe Cacique Tumbalá"; "U.E. Playas
de Villamil", located in the province of Guayas, in the Playas
Canton, zone 5, district 09D22, in the school year 2020 - 2021, where
there is a limitation in the use of Information and Communication
Technologies and in the performance of reading comprehension.
How does the use of Information and Communication Technologies
impact on the performance of reading comprehension in students of
the upper basic level of fiscal establishments of district 09D22 zone
5 of Playas canton in the year 2020?
The general objective is: To analyze the impact of the use of
Information and Communication Technologies through a
comparative study, for the performance of reading comprehension in
students of the Superior Basic level of fiscal establishments of
District 09D22 of the Playas Canton.
Specific objectives include:
To identify the level of use of Information and Communication
Technologies in the formative process of higher basic education in
the canton of Playas, through surveys to students and teachers of
language and literature.
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To establish a comparative study of the degree of reading
comprehension with the use of technologies in classroom activities
in students of higher basic education in Playas Canton, through a
quasi-experimental design with control groups.
To determine a strategy through the use of techno-educational tools
for the improvement of reading comprehension performance in
students of higher basic education in three public schools in district
09D22 zone 5.
In this context, the main cause of the research problem is the degree
of digital illiteracy, the lack of knowledge of the use of technologies
is due to the scarce interaction with technological tools, which
allows improving the teaching-learning process. Due to the low use
of technological means, there is a low development of students' skills
and competencies.
Another cause is the lack of motivation and little attention in the
subject of Language and Literature, specifically in reading
comprehension, this is due to the teaching methodology used by the
teacher, which can be limited or a traditional teaching which consists
of the student listening and copying the class, this behaviorist
paradigm does not allow the student to develop their creativity or
create ideas and information, rather it causes deficiency in
meaningful learning.
Of course, discussions on ICTs should go beyond the issues of
availability of equipment and connectivity; it is necessary to move
towards the topic of their uses and their impact on learning in the
teaching and learning process, which are of great benefit to students.
However, there are many shortcomings in the application of these
didactic tools and this is due to the digital illiteracy of the teacher or
student.
Students have the opportunity to expand their learning experience by
using new technologies as tools for constructivist learning. These
tools offer them options to turn the traditional classroom into a new
space, where they have at their disposal innovative collaborative
activities with creative aspects that allow them to consolidate what
they learn while having fun at the same time.
These characteristics result in the student himself being able to build
his knowledge with the teacher as a guide and mentor, giving him
the necessary freedom to explore the technological environment, but
being present when he has doubts or a problem arises. (Figueroa
Cepeda, 2017, p. 25)
Meaningful learning is a theoretical approach that establishes that
the main protagonist is the student, who constructs his knowledge,
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making it part of his cognitive scheme through a dynamic and self-
critical learning process. Hence the important role currently played
by Information and Communication Technologies (ICT), since they
have rapidly become one of the main pillars in the teaching-learning
process, providing relevant contributions for the future development
of education. Therefore, this study addresses those pedagogical
strategies that enhance this type of work in order to provide useful
conclusions to improve academic performance.
Education in times of pandemic has given a drastic change leaving
the classroom behind and becoming a contribution to learning from
home with the use of virtual media such as ICT, have given the
accompaniment with the corresponding support of teachers the great
task of moving forward with learning from home.
In synchronous learning, there is real-time interaction between
teachers and students, so that any problems or doubts they may have
can be solved right there, in addition to the fact that in this modality
students can see and interact with their classmates.
Asynchronous classes allow the learner to be independent by giving
him/her the opportunity to organize his/her time. In addition, they
are available at all times, and the learner can even download the
content and access it, even if he/she does not have internet access.
This also helps the learner to go back to a lesson or activity and
review if he/she has doubts.
ICT in the classroom has become an ally in favor of the teaching-
learning process, improving the styles of knowledge transmission by
teachers to their students, these technological tools facilitate the
process of information, its storage, communicating information,
allowing a lasting transformation.
Some authors Granda (2019); Sánchez-Otero (2019), have
synthesized the most distinctive characteristics of technologies in
features such as innovative and creative, allows giving access to new
ways of communicating. In the same way it is presented as a greater
influence and benefits in the educational area as it makes it more
accessible and dynamic interconnection, interactivity, instantaneity,
innovation, high parameters of image and sound quality, digitization,
influence on processes rather than on products, interconnection and
diversity.
ICTs help in educational, cultural and social development with their
applications that facilitate the exchange of information in real time.
In research conducted by Angarita (2017), they refer to ICTs have
revolutionized the method of learning, complementing the education
imparted through school books and magazines, facilitating students'
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access to a greater mass of information and encouraging creativity
and initiative.
Regarding reading comprehension, Moreno (2017), defines it as the
action of reading in a simple and easy to master way, accompanied
by a reading process with skills in order to obtain a final objective of
reading and understanding what has been read. According to the
author, Pulido (2019), who states that reading comprehension should
be considered as a domain or skill that students should develop
throughout their studies, facilitating the understanding of messages,
texts and ideas, helping to make value judgments about what has
been read and allowing the student to make sense of what has been
written.
By understanding what is read, the student is getting to know the
contents and relating the reading to the meaning of things, in some
cases identifying the author's narrative. Orna (2015) mentions that
when reading there is a greater probability of constructing their own
ideas of the text and it becomes a way of learning something new
through reading.
It is important to follow a strategy during the process Guzmán (2017)
considers as a macro process and it is done consciously and not
automatically, that is, it goes from identifying the different parts that
make it up, to making hypotheses of what is read. It is of vital
importance to prepare a reading analysis script that includes the
aspects of interest to be addressed. This strategy is based on three
stages: pre-reading, reading and post-reading. The reading or reading
comprehension levels are literal, inferential and critical or
evaluative. For this proposal, these levels were applied in the three
educational units to evaluate reading comprehension and the
difficulties are presented in the reading levels.
It should be noted that in Ecuador, researchers such as Prado (2017);
Rosero (2018); González (2019), Loja (2020), all agree on the level
of impact that the integration of ICT has as tools for learning in
different areas in secondary education students. In this way, it is
sought that educational institutions at all levels have the design of
policies, specifically, the formulation of the ``Digital Educational
Agenda 2017-2021'' as a public policy instrument of the Ministry of
Education of Ecuador, spaces organized with the purpose of
achieving learning.
In this context, Ecuador has oriented its educational policies to
improve the quality of education, reflected in the National
Development Plan 2017 - 2021, thus, the 2008 Constitution (arts. 26
and 28) established that education is a priority area of public policy
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and state investment, in addition, the Organic Law of Intercultural
Education (LOEI) was enacted as a norm, both to establish the basic
regulations that allowed the operation of the National Education
System, as well as to deepen the rights and obligations of its actors.
However, studies conducted by the Latin American Laboratory for
Assessment of the Quality of Education (LLECE) coordinated by
UNESCO-OREALC, in its report presents low learning results, as is
the case of reading, in national and international tests, shows large
gaps in reading comprehension between rich and poor, private and
public schools, urban and rural schools. The school population is
below the regional average in reading in basic education (TERCE-
UNESCO, 2013).
Finally, in spite of looking for ways to improve the performance of
reading comprehension in the teaching-learning process, there is still
a gap between all those involved, who use the language in an
incorrect way with idioms that are not part of our culture. This lack
of reading skills is increasingly seen in students as they tend not to
express ideas, they clearly have difficulties to reflect, write, deduce,
synthesize a topic with formed criteria.
MATERIALS AND METHODS
In this research the feasible and convenience methodological design
was applied for the three fiscal emblematic establishments of the
district 09D22 zone 5 of the Playas Canton in the year 2020, with the
students of eighth, ninth and tenth year of the following Educational
Units: "U.E. Rashid Torbay"; "U.E. Comunitaria Intercultural
Bilingüe Cacique Tumbalá" and "U.E. Playas de Villamil", located
in the province of Guayas, in the Playas Canton, zone 5, district
09D22, in the school year 2020 - 2021. Playas de Villamil", located
in the province of Guayas, in the Playas Canton, zone 5, district
09D22, in the school year 2020 - 2021; that in its diagnosis the
research observed that the students presented a low level in the
performance of reading comprehension, through ethnographic,
bibliographic research, relying on research methods such as:
inductive and deductive, additionally we proceeded to perform the
analysis of the results obtained from the surveys applied to students
and teachers of General Basic Education.
The deductive method, the research applied for the search of relevant
information from the frequent to the individual with the help of
argumentations, This is how it was necessary the use of this research,
identifying the causes of the restricted meaningful learning, likewise
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it has been possible to verify the conclusions of using strategies that
favor a correct reading comprehension.
The development of the subject of this research is elaborated with a
focus on the inductive method, since it allows establishing general
conclusions from particular indications and thus formulating the
respective theories. In addition, the research has detailed the
population and sample, the techniques and instruments of the
research that were used for the information of the present work will
also be described, and at the same time conclusions and rational and
required recommendations will be given to solve the problem.
The approach of this research is categorized as mixed, since it implies
combining and integrating the qualitative and quantitative data
obtained in this research. Based on the general objective of the
research to provide evidence of the effect that the use of ICT could
have on reading, it will be developed with quali-quantifiable data,
which establishes a quali-quantitative approach in the data
processing techniques to groups of students at the proposed level,
which will facilitate its analysis.
Through the mixed approach, it was possible to collect information
through the questionnaire and then the respective interpretation of the
results, which allowed to determine different aspects of the use of
ICT in this research it was possible to obtain statistical data that allow
to draw concrete conclusions about our problem. The types of
research that were applied are: descriptive, correlational and
bibliographic.
The population is presented below:
Table 1. Population
Population
Quantity
Managers
3
Teachers
17
Students
1285
TOTAL
1305
Source: District 09D22 zone 5 canton Playas
RESULTS
By means of the instruments applied to identify the level of use of
Information and Communication Technologies, the main cause of the
research problem is the little knowledge of the use of information and
communication technologies, as well as the scarce interaction with
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comprehension in Higher Basic students
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technological tools, and the little use of technological media that
produces a low development of students' skills and competences.
We sought to establish a comparative study of the degree of reading
comprehension with the use of technologies in classroom activities
in students of 8th, 9th and 10th years of Higher Basic Education of
the canton Playas, presented results of little knowledge about tools to
create digital audio content, autonomous technical work and digital
tools supported by ICT, 28.09% and 13.48% respectively agree and
strongly agree, about the application of digital tools, and 21.35% are
indifferent to the use of technology, a considerable percentage
10.11% and 2.25% disagree because not all teachers request activities
by this means, but students use resources such as applications and
search engines, it is shown in this regard as they are limited in
knowing new technological ways to perform their tasks.
Based on the results obtained, it is proposed to determine the strategy
through the use of techno-educational tools for the improvement of
reading comprehension performance in students of Higher Basic
Education. 94.12% strongly agree with this being the resource of
technological applications that would improve reading
comprehension.
eXelearning promotes the creation and dissemination of open
educational resources since, being free, open and multiplatform, it
allows any user to access the tool and to create, modify and
redistribute content created with it, promoting shared knowledge.
The impact that the use of the program will generate will be quite
positive in terms of acceptance and effectiveness in the students,
because it will contribute to considerably improve motivation and
performance in the area of language and specifically in reading
comprehension, changing their attitude towards classes, participation
and interest in reading.
Likewise, the inclusion of an ICT resource will greatly motivate
many of the young people, bringing more transversality and
dynamics to the area. Since the students found in the use of the
eXelearning tool not only a way to learn in an easy and entertaining
way, but also, it will make them feel empowered of their own
knowledge creating confidence and skills in the handling of an ICT
tool.
At the same time, the use of the program does not require the
continuous use of the Internet, giving an advantage to the students of
the educational institution who often have connectivity problems. On
the other hand, the use of technological tools will serve as an element
that will raise new pedagogical expectations for teachers of other
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areas of knowledge and subjects, as well as for parents who will
surely observe the good results of their children, noticing great skill
in the use of ICT, This will be reassuring for them, since parents
themselves say they do not feel prepared to help their children with
their homework because they do not have knowledge in the use of
technological tools since they do not have computers, some parents
are illiterate and few of them have smartphones.
CONCLUSIONS
In this part of the research, it is necessary to highlight how we have
worked with teachers and students, from the beginning making an
exhaustive review and relationship, lesson plans, didactic unit plans
(PUD), programming in the subjects of Language and Literature of
the Ministry of Education, as well as the contents, resources, form of
evaluation, and policy of the three institutions. In this way, we sought
to clearly establish relevant aspects of the impact of ICT on the
exercise of reading comprehension, and in this way determined the
procedures in the research.
With the teachers, it was possible to determine general definitions of
didactics in learning, allowing to differentiate on the principles and
categories of didactics, in the same way the relationship between
objective, content, method and means of teaching and with the
students the use of information and communication technologies. In
the area of ICT, content searches were carried out on the web to
identify the use of techno-educational tools for the improvement of
reading comprehension performance, with the results of literary
podcasts and the eXeLearning tool.
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