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C.L. module in school performance in
the area of mathematics in secondary
school students of an educational
institution in Peru, 2015.
C.L. module in school performance in the area of
mathematics in secondary school students of an educational
institution in Peru, 2015
Sara Edtih Castillo Olsson
*
Abstract
The main purpose of this research is to determine the influence of the C.L.
module on school performance in the area of mathematics in secondary
school students of I.E. N° 1212 "Grumete Medina" - Ate, and I.E. N° 1227
"Indira Gandhi" - Ate. The study sample consisted of 64 secondary school
students from the aforementioned educational institutions, of which 34 are
female and 30 are male. For the reelection of data, a test was used which
was validated through expert judgments; for reliability, a pilot test was
applied with the results of Richarson's KR-20, which yielded a high
reliability. The results obtained show that there is a significant influence of
the C.L. module on school performance in the area of mathematics with a
value of p = 0.000 < 0.05; therefore, the null hypothesis was rejected and
the alternative hypothesis was accepted.
Key words: Reading comprehension, C.L. Module, school performance,
students, educational institution.
Master in Humanistic Formation, Universidad Cesar
Vallejo, Lima, Peru, edithcastilloolsson@gmail.com,
ORCID: 0000-0002-3213-2310
Article
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Abstract
La presente investigación tiene como propósito principal determinar
la influencia del módulo C. L. de rendimiento escolar en el área de
matemáticas en los estudiantes de bachillerato de la Escuela No.
1212 "Grumete Medina" - Ate, y de la Escuela No. 1227 "Indira
Gandhi" - Ate. La muestra de estudio estuvo conformada por 64
estudiantes de las instituciones educativas de nivel secundario antes
mencionadas, de los cuales 34 son mujeres y 30 hombres, para la
reelección de los datos se utilizó la prueba que fue validada a través
del juicio de expertos para la confiabilidad una prueba piloto con los
resultados aplicó el KR-20 Richarson donde arrojo una alta
confiabilidad. Los resultados muestran que existe influencia
significativa del módulo C. L. en el rendimiento escolar en el área
de matemáticas al obtener un valor de p = 0,000 <0,05; por lo que se
rechaza la hipótesis nula y se acepta la hipótesis alternativa.
Palabras clave: Comprensión lectora, módulo C.L, rendimiento
escolar, alumnos, institución educativa.
Introduction
For this work we inquired about reading comprehension in school
performance in the area of mathematics in high school students and
found that Mesía (2013) in his research entitled: Influencia del
método experimental en el rendimiento académico de los estudiantes
de Didáctica de la Química I- II y Didáctica de la Biología I - II de
la Facultad de Educación de la Universidad Nacional Mayor de San
Marcos durante el año 2012, considered the problematic that exists
in the teaching-learning that are developed through traditional
expository methods and that does not emphasize the experimental
method for the reinforcement of student learning. The results found
were: in the group where no teaching method was applied, the
academic performance of the students was low, with an average of
10.12; in the group where only the traditional method was applied,
the academic performance was low, but reaching an average of
12.33; on the other hand, in the group where the didactic
experimental method was applied, the students significantly raised
their academic performance compared to the students who learned
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only with the traditional method, having an average of 12.50 and a
lower dispersion, an increase that was affirmed with 1% probability
of error, as demonstrated by the analysis of variance performed; it
should be noted that the group of students to which the didactic
experimental method and the traditional pedagogical method were
applied had an average of 14.75.
Oré (2012) in his research studied the existence of a significant
relationship between reading comprehension scores, study habits
and academic performance grades. The sample consisted of 144
first-year university students from the 2010-II semester, morning
shift. A reading comprehension questionnaire and a study habits
inventory were applied. Academic performance was determined
through the students' grades, obtained from the university's academic
records office. Some results found were: with respect to reading
comprehension, 31.5% of the students were in a dependent-difficulty
level, 43.5% in the dependent-bad level and 23.6% in the difficulty-
worst level; with respect to academic performance, 41% of the
students were in the regular level (grades between 11 and 13), while
38.Considering the results found, it was established that there is a
multiple correlation of R=0.86, which indicated a very strong
correlation, concluding that at least two of the variables studied had
a strong relationship. It should be noted that the relationship between
reading comprehension and academic performance was .925, that is,
a significant relationship was found between these two variables.
Vallejos (2007) in his research work: Reading comprehension and
school performance in sixth grade students in the district of Pueblo
Libre, related reading comprehension and school performance, the
sample was obtained from a total population of 745 sixth grade
students, which was distributed in 7 schools in the district of Pueblo
Libre. The ACL instrument was applied. Some conclusions were: the
average of the students is good in the basic areas. The highest
average was in the area of comprehensive communication and the
lowest in the area of logical mathematics. Thirty percent of students
reached a normal level of comprehension, 26% moderately low, 19%
low, 7.6% very low, 14% moderately high and only 0.3% reached a
high level.
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Likewise, the following research works are considered as
international antecedents: Ramos (2013) in his research work:
Reading comprehension as a basic tool in the teaching of natural
sciences, proposed the design and implementation of a strategy
based on the posing of questions as a central axis to improve levels
of reading comprehension of scientific texts in the area of natural
sciences of eighth grade students of the Débora Arango Pérez
Educational Institution. Once determined the degree of performance
in reading comprehension in the different levels (literal, inferential
and critical) of the students of grade 8-3 (32 in total) of this
educational institution. Some results obtained when performing the
comparative analysis between the pretest and posttest were: the level
of comprehension of the students at the beginning of the study
ranged between low and medium performance (according to the
range established for the study) and at the end, for the three levels of
comprehension, it ranged between high performance values, given
that the highest percentage of students who were in that range were
48.9%, 48.9% and 56.3% for the literal, inferential and critical levels
respectively; which showed a positive contribution in the reading
comprehension of the students in the study. In addition, an increase
in the number of correct answers was found at the end of the study:
23.1% for literal competence, 22.1% for inferential competence and
18.9% for critical competence. Likewise, the change of some values,
for example, in the literal level decreased from 40.6% to 21.9% of
students in the medium level and increased from 18.8% to 46.9% in
the high level; while for the inferential level, in the low medium it
went from 37.5% to 12.5%, in medium from 25% to 28.1% and high
from 9.4% to 46.8%; and in the critical level it went from 28.1% to
9.4 for low, from 37.5% to 25% in medium low and from 31.3% to
56.3% in the high level. Among his conclusions, he highlighted the
positive contribution of the strategies in the reading comprehension
of the students under study, given that the percentages decreased in
the low levels and increased in the higher levels.
Salas (2012) in his research: El desarrollo de la comprensión lectora
en los estudiantes del tercer semestre del nivel medio superior de la
Universidad Autónoma de Nuevo León, had two objectives, on the
one hand, to know and describe the achievements and difficulties of
students in relation to reading comprehension and on the other hand,
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to propose actions and strategies based on the theoretical sources
consulted, in order to promote the development of reading
comprehension in students. The research was conducted with
students who took the literature learning unit during the third
semester, in the school period from August to December 2010. The
action research methodology and the qualitative method were used.
Some of the instruments used for data collection were: participant
observation, questionnaires and texts related to pre-instructional
strategies (what and how the content is learned), co-instructional
strategies (support during the teaching process) and post-
instructional strategies (form in the student a synthetic and critical
view of the material). Some of the results found were: 88% of
students increased their ability to recognize the author's intention in
the texts, 83% responded correctly to the inferences and connectors
that were requested, while in the evaluative phase, a considerable
increase could be observed as almost the entire student population
answered correctly; in addition, 98% of the student population was
able to extract concrete information from the reading and 100%
recognized the use of non-verbal language in the text, the above by
showing their ability to relate the illustration with the content of the
reading. One of the conclusions reached is that in the process of
reading comprehension at the high school level, it is necessary to
work under an interactive model, strategies that promote and
increase the process of reading comprehension in students.
Bravo (2010) in his research: Los organizadores gráficos, su uso e
influencia en el desarrollo del pensamiento sistémico de los
estudiantes del décimo año de educación básica del Colegio Eloy
Alfaro de Bahía de Caraquéz del Cantón Sucre, en el período lectivo
2007, raised the need to apply new methodological strategies for the
development of thinking, given that mental operations are necessary
for the human being to manifest his knowledge; he took as a sample
the students of the tenth year of basic education of the national
school Eloy Alfaro del Cantón Sucre. In order to compare results,
she divided the course into two groups A and B; with group A she
worked in a normal way and with group B she applied the graphic
organizers strategy. Some results found were: In group A, in the
initial and final evaluation, there was a decrease from 14.3% to
9.52% in the superior category, from 23.8% to 14.3% in the weak
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category, an increase from 28.6% to 33.3% in the normal category
and from 33.3% to 42.9% in the inferior category was also observed.
As for group B (quasi-experimental) progress was notable, in the
excellent category (10-9) from 4.8% to 9.5% and in the superior
category (8-7) from 14.3% to 19.1%; in the normal category (6-5)
progress from 19% to 33.3%; in the weak category (4-3) from 9.5%
to 38.1% and in the inferior category (2-1) students who at the
beginning of the year were in this category moved to higher
categories, therefore, it can be deduced that in this category success
was 100%. One of its main conclusions was: the group to which the
graphic organizers strategy was applied in learning improved
significantly in their academic performance.
The General Education Law No. 28044 considers education as the
process of learning and teaching, which is carried out constantly
throughout people's lives, contributing to the development of
potentialities and integral formation of people. It is necessary to
remember that education, in addition to acquiring knowledge, also
means developing creative and innovative skills, with values; the
importance of this lies in the formation and integral development of
responsible and caring students, who are concerned not only for their
personal wellbeing but also for the wellbeing of others.
Furthermore, the purpose of basic education is: "to favor the integral
development of the student, the unfolding of his or her potential and
the development of capacities, knowledge, attitudes and
fundamental values that the person must possess in order to act
adequately and effectively in the different areas of society" (General
Education Law No. 28044, Art.29). All this allows a comprehensive
development of the student, providing him/her with the necessary
tools so that he/she can develop adequately and assertively with
his/her environment, becoming an agent of transformation for the
benefit of society and national development.
For this to be achieved, it is necessary that students develop some
characteristics that are supported under the constructivist model,
such as: "students learn to think, to enrich themselves internally with
structures, schemes and internal mental operations that allow them
to think, solve, and successfully decide academic and experiential
situations" (Flores, 2005, p. 192). This allows students to really
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create their own knowledge by experimenting with situations,
making critical and value judgments, analyzing their environment,
in order to apply what they have learned not only in the academic
environment but also in their daily activities.
In addition, the goals of Peruvian education are: to train people who
can relate assertively with their environment, developing capacities
and skills that allow them to face social and knowledge changes;
another goal is to contribute to the formation of an enterprising
society that can overcome poverty and promote integration.
The Educational Institutions: N°1212 "Grumete Medina" and
N°1227 "Indira Ghandi", are related to Law N°28044 developing a
diversified curriculum, with quality and equity.
The National Curriculum Design for Regular Basic Education
(2015) considers that the objective of the communication area in
secondary education is to strengthen students' communication skills
to facilitate their interrelation with the environment. In this sense, it
fosters the development of the following competencies:
understanding oral texts, expressing oneself orally, understanding
written texts, producing written texts and interacting with literary
expressions. These skills can be used in different fields, whether
academic or scientific.
In our country, a few years ago, the Educational Emergency Program
was implemented with the objective of developing a pedagogical
proposal that involved communication, mathematical logic and
values education competencies.
This pedagogical proposal considered that teachers would be
responsible for promoting the development of communicative
competencies in students by applying active strategies aimed at
motivating students to read, understand, discuss different topics and
create their own texts. It is necessary to take into account that, by
practicing these strategies, not only communicative competencies
are developed, but simultaneously students also develop their ability
to build logical reasoning, perform mathematical calculations and
put values into practice in their daily lives.
Nowadays, considering the globalization process in which we live,
it is necessary an education that allows our students to acquire
learning by developing their creativity, working in cooperative
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teams, carrying out projects, in other strategies that contribute to
improve school performance based on reading comprehension,
logical-mathematical reasoning and practice of values.
According to the Peruvian Ministry of Education (2009), reading is
the main learning tool for students because it is required to read
different texts in order to have knowledge and culture. It is an
interactive method, in which the reader elaborates the meaning of the
text; the product of text comprehension depends on how the reader
relates his or her knowledge to the text. In education, reading
comprehension is linked to the achievement of learning, that is, the
ability to: interpret, retain, organize and value what has been read;
fundamental requirements in all learning.
The present research is necessary because of the importance of
reading comprehension in the school performance of students in the
area of mathematics. It is supported to the extent that the reasons for
the search for information for the topic of study, and in the different
forms of attitudes that are observed in managers, teachers and
students, when it comes to innovating education in general. Also, the
need to investigate our reality with the influence of reading
comprehension and school performance in mathematics, requires the
use of procedures and instruments that promote the improvement in
the quality of our education; in addition, after having reviewed the
literature corresponding to the research topic and given the lack of
it, because there is only from the primary level, it is established that
the topic is new so its achievements will contribute positively in the
school performance in the area of mathematics of students at the
secondary level.
Investigating Mathematics by Fisher and Vince (2001) argued that
the terms "investigation" and "problem" are sometimes used very
loosely. In this case problems can have a specific goal: there is an
obstacle or a series of obstacles that prevent that goal from being
achieved immediately and the student to solve the problem must try
a whole range of strategies, many of which involve an investigation.
In effect research is a process that includes a series of discussions
and practical work that can be used to solve problems.
Many investigations do not have a precise limit, but are open to a
whole range of creative interpretations while others, such as
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problems, are "closed" in the sense that they have a solution or a
specific objective; however, the process followed to reach that
objective can be open and once a solution is reached many other
paths can be followed to expand it. Extending the investigation can
lead to the raising of new questions and in each of its steps the
student can actively intervene. For these reasons, the following
objective was proposed: To determine the influence of the C.L.
module on school performance in the area of mathematics in
secondary school students of I.E. N° 1212 "Grumete Medina"-Ate
and I.E. N°1227 "Indira Gandhi" - Ate. Likewise, the following
hypothesis was put forward: The C.L. module has a significant
influence on school performance in the area of mathematics in
secondary school students of I.E. N° 1212 "Grumete Medina" - Ate
and I.E. N° 1227 "Indira Gandhi" - Ate.
Materials and methods
In the present research work, the experimental method was used
since the independent variable (CL module) was manipulated to
analyze the effects on the dependent variable (school performance),
in a situation controlled by the researchers. In the present research,
the quasi-experimental design was used. In addition, the pre-test -
post-test and control group model was used, where each group was
previously formed. The population is made up of secondary school
students of the following educational institutions: N° 1212 "Grumete
Medina" and N° 1227 "Indira Ghandi" of UGEL N°06 - Ate and we
worked with an intentional non-probabilistic sample, being the
students of the second grade of secondary school made up of 64
students of sections A and B of I.E. N° 1212 "Grumete Medina"- Ate,
and sections A and B of I.E. N°1227 "Indira Ghandi"- Ate. Likewise,
the instrument used was a questionnaire that was validated by expert
judgment. The average valuation yielded an average of 83.3%,
which means that the instrument can be applied as it is elaborated.
The Kuder-Richardson Reliability Statistic (KR-20) showed that the
reliability for the "Reading Comprehension and Mathematics" test is
0.877, which leads to the conclusion that this reliability is "Very
High".
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Results
Frequency and percentage tables were used, which were processed
using the SPSS Version 23 statistical package for Social Sciences.
For the reliability of the instrument, the Kuder-Richardson scale
(KR-20) was used because it is a dichotomous scale. The
Kolmogorov-Smirnov test was used for the normality test because
the sample was greater than 50.
Table 1:
School performance in the area of mathematics
GC Pre test
GC Post test
GE Pre test
GE Post test
f
h
f
h
f
h
f
h
87,5%
6,3%
90,6%
0
0,0%
9,4%
90,6
6,3%
0
0,0%
1
3,1%
1
3,1
1
3,1%
59,4%
0
0,0
0
0,0%
0
0,0%
40,6%
100,0%
100,0%
100,0
%
100,0%
It is observed that in the pretest with respect to the control group,
87.5% of those evaluated are at the beginning level of school
performance in the area of mathematics, while in the experimental
group 9.4% are at the same level. In the posttest, it was observed
that in the beginning level of school performance, 90.6% of the
students in the control group did not reach this level, while in the
experimental group, 40.6% were at the level of outstanding
achievement.
Table 2:
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School performance in the area of mathematics in the dimension of mathematical
situations.
GC Pre test
GC Post test
GE Pre test
GE Post test
f
h
f
h
f
h
f
h
18,8%
18,8%
12,5%
0
0,0%
62,5%
43,8%
81,3%
18,8%
37,5%
0
0%
0
0%
0
0,0
0
0%
6,3%
75%
100,0%
100,0%
100,0
%
100,0%
With respect to the control group, in the pretest 62.5% reached a
level in process, while in the posttest 43.8% reached the same level.
In the pretest, 81.3% of the experimental group was at the in-process
level, while 75% reached the outstanding achievement with respect
to school performance in mathematics with respect to the dimension
"mathematize situations".
Table 3:
School performance in the area of mathematics in the dimension communicates and
represents mathematical ideas.
GC Pre test
GC Post test
GE Pre test
GE Post test
f
h
f
h
f
h
f
h
9,4%
18,8%
0
0%
43,8%
34,4%
62,5%
1
3,1%
28,1%
40,6%
18,8%
43,8%
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1
3,1%
5
15,6%
0
0%
53,1%
100,0%
100,0%
100,0
%
100,0%
With respect to the control group, in the pretest 43.8% reached a
level in process, while in the posttest 40.6% reached the expected
achievement level. In the pretest, 62.5% of the experimental group
was at the in-process level, while 53.1% reached the expected
achievement level with respect to school performance in
mathematics in the dimension of communicates and represents
mathematical situations.
Table 4:
School performance in the area of mathematics in the dimension elaborates and uses
strategies
GC Pre test
GC Post test
GE Pre test
GE Post test
f
h
f
h
f
h
f
h
37,5%
12,5%
37,5%
0
0%
53,1%
56,3%
59,4%
40,6%
0
0%
31,3%
0
0%
0
0%
9,4%
0
0%
1
3,1%
59,4%
100,0%
100,0%
100,0
%
100,0%
With respect to the control group, in the pretest 53.1% reached a
level in process, while in the posttest 56.3% reached the same
level. In the pretest, 59.4% of the experimental group was at the
level in process, while 59.4% reached the outstanding achievement
with respect to school performance in mathematics with respect to
the dimension "elaborate and use strategies".
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Table 5:
School performance in the area of mathematics in the dimension of
reasoning and argument generating mathematical ideas.
GC Pre test
GC Post test
GE Pre test
GE Post test
f
h
F
h
F
H
f
h
18,8%
1
3,1%
12,5%
0
0%
43,8%
18,8%
56,3%
1
3,1%
37,5%
56,3%
28,1%
50%
0
0%
21,9%
1
3,1%
46,9%
100,0%
100,0%
100,0
%
100,0%
With respect to the control group, in the pretest 43.8% reached a
level in process, while in the posttest 56.3% reached the expected
achievement. In the pretest, 56.3% of the experimental group was at
the in-process level, while 46.9% reached the expected achievement
with respect to school performance in mathematics with respect to
the dimension of reasoning and arguing by generating mathematical
ideas.
Discussion
When processing the data, the influence of the C.L. Module on
school performance in the area of mathematics in secondary
education students of the educational institutions of the UGEL N° 06
- Ate Vitarte, 2015 was verified, in this regard Oré (2012) in his
research on: Reading comprehension, study habits and academic
performance in first year students of a private university in
Metropolitan Lima, evidenced that 31.5% of students are in a
dependent level of difficulty with respect to reading comprehension,
besides evidencing a regular performance and finding a correlation
of 0.925. Also Aliaga (2000) in his research entitled: Relationship
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between Reading Comprehension Levels and Knowledge of the
participants of a Distance Teacher Training Program, concludes
that there is an association between reading comprehension scores
and performance grades. In this research a low performance was
evidenced in the pre-test, which was improved due to the application
of the C.L. module based on reading comprehension, this is
demonstrated by finding a value of p=0.000 < 0.05.
On the other hand, the influence of the C.L. module in the dimension
of mathematical situations in school performance was evidenced,
Vallejo (2007) in his study: Reading comprehension and school
performance in sixth grade students of the district of Pueblo Libre,
concludes that the lowest average was found in the area of logical
mathematics. Also Mesía (2013) in his research entitled: Influence
of the experimental method in the academic performance of students
of Didactics of Chemistry I- II and Didactics of Biology I - II of the
Faculty of Education of the Universidad Nacional Mayor de San
Marcos during the year 2012, found that students significantly raised
their academic performance after the application of the didactic
experimental method, this was affirmed with 1% probability of error.
In this research, in the pretest a low performance of the ability to
mathematize situations was evidenced, for this reason the C.L.
module was applied to the experimental group, resulting in a
significant improvement of the ability to mathematize situations, this
is demonstrated by finding a value of p=0.001 < 0.05; therefore, it
coincides with the previously mentioned authors.
Likewise, it was demonstrated that the C.L. module significantly
influences the dimension Communicates and represents
mathematical ideas, Ramos (2013) in his research work: Reading
comprehension as a basic tool in the teaching of natural sciences,
evidenced that at the beginning of the study reading comprehension
of inferential type was 9.4% at the end increased to 46.8%,
demonstrating the positive contribution of strategies in reading
comprehension. In addition, Salas (2012) in his research: El
desarrollo de la comprensión lectora en los estudiantes del tercer
semestre del nivel medio superior de la Universidad Autónoma de
Nuevo León, found that after the application of strategies 98% of the
students managed to extract information from the readings and 83%
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answered correctly the inference questions, demonstrating that by
promoting and increasing the reading comprehension process,
through an interactive model, students respond correctly. In this
research a low performance of the ability to communicate and
represent mathematical ideas was evidenced in the pretest, for this
reason the C.L. module was applied to the experimental group,
resulting in a significant improvement of the ability to communicate
and represent mathematical ideas, this is demonstrated by finding a
value of p=0.000 < 0.05; therefore, it coincides with the previously
mentioned authors.
It is also evident that the C.L. module significantly influences the
dimension Elaborate and use strategies, Bravo (2010) in his research:
Los organizadores gráficos, su uso e influencia en el desarrollo del
pensamiento sistémico de los estudiantes del décimo año de
educación básica del Colegio Eloy Alfaro de Bahía de Caraquéz del
Cantón Sucre, en el período lectivo 2007, evidencio progresos
notables, el 100% de los estudiantes que se encontraban en la
categoría inferior al inicio del estudio pasaron a categorías
superiores luego de aplicar la estrategias de organizadores gráficos,
demostrando un mejoramiento significativo en el rendimiento
académico. In turn, Salas (2012) in his research: El desarrollo de la
comprensión lectora en los estudiantes del tercer semestre del nivel
medio superior de la Universidad Autónoma de Nuevo León, found
that after the application of strategies students increased the ability
to recognize the author's intention (88%), extract information the
readings (98%), demonstrating that by promoting and increasing the
reading comprehension process, through interactive model, students
improve their responses. It was evidenced in the pretest a low
performance of the capacity Elaborate and use strategies, for this
reason the C.L. module was applied to the experimental group,
resulting in a significant improvement of the capacity Elaborate and
use strategies, this is demonstrated by finding a value of p=0.010 <
0.05; therefore, it coincides with the previously mentioned authors.
Similarly, it was shown that the C.L. module has a significant
influence on the dimension Reasons and argues by generating
mathematical ideas. In this regard Cabanillas (2004) in his research
referred to Influence of direct teaching in the improvement of
Educational synergies
April - June Vol. 6 - 2 2021
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16
reading comprehension of students of the faculty of educational
sciences of the UNSCH, where he argues that reading comprehension
was at a low level (83.34%) but after performing the experimental
treatment a significant difference was observed due to the "direct
teaching strategy" used. In turn, Salas (2012) in his research: El
desarrollo de la comprensión lectora en los estudiantes del tercer
semestre del nivel medio superior de la Universidad Autónoma de
Nuevo León, found that after the application of strategies, 100% of
students correctly relate illustrations or graphics with the content,
also students increased the ability to recognize the author's intention
(88%), extract information readings (98%), demonstrating that by
promoting and increasing the process of reading comprehension,
through interactive models, students improve their responses. It was
also evidenced in the pretest a low performance of the capacity
Reason and argue generating mathematical ideas, for this reason the
C.L. module was applied to the experimental group, resulting in a
significant improvement of the capacity Reason and argue
generating mathematical ideas, this is demonstrated by finding a
value of p=0.009 < 0.05; therefore, it coincides with the previously
mentioned authors.
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