Application of contextualized study guides in the domain of english to improve the comprehension of written texts at literal level among high school students in second grade group “a” at serafín filomeno high school – Moyobamba 2016

Abstract

The present investigation had as a general objective: to determine the degree of effectivenes of Contextualize study guides in the subject of English to improve the comprehension of written texts at literal level among second grade students at Serafín Filomeno High School – Moyobamba. The investigation methodology employed was of an applied nature in its quasi- experimental level, entitled: Design of two non-equivalent groups, one experimental Group “A”nd one control group. The scientific problem is set out in this way: What is the degree of effectiveness of the application of contextualized study guides in the subject of English, to improve the comprehension of written texts at literal level among second grade high school students at Serafín Filomeno High School – Moyobamba? As a hypothesis we have: If contextualized study guides are adequately applied in the subject of English, there will be a significant improvement in the comprehension of written texts at literal level among students in second grade Group “A” at Serafín Filomeno High School – Moyobamba, 2016. The methods employed corresponded to the quantitative paradigm, because the data from the pre-test and post-test, these being instruments characteristic of this paradigm about variables in text comprehension, was collected and analyzed, to be processed into tables and statistical graphs, and to test the previously established hypothesis. From the discussion about the results obtained, as conclusions, we can say that the degree of effectiveness of contextualized study guides in the subject of English, for the improvement of comprehension of written texts at literal level among high school students in second grade Group “A” at Serafín Filomeno High School – Moyobamba 2016, has been determined. According to the results obtained, on the basis of the comparison between the two groups, in both the pre-test and the post-test, it was proven that the application of contextualized study guides in the subject of English, significantly improves the comprehension of written texts at literal level. After applying the stimulus, according to the results of the post-test, in the experimental group the average reaches 15.76; that is to say, a good level of comprehension of written texts at literal level is attained by the second grade students at Serafín Filomeno High School – Moyobamba.