Resumen

PAUCCA GONZALES, Hilarion et al. A comparative study of reading comprehension among advanced-level students in alternative basic education. Tribunal [online]. 2025, vol.5, n.12, pp.683-701.  Epub 01-Jul-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i12.231.

This research addresses the problem of text comprehension among students in the advanced cycle of Alternative Basic Education (EBA). The general objective was to determine the significant differences that exist in text comprehension between students from in-person and blended learning modalities. A quantitative, comparative, non-experimental design approach was followed with a total sample of 55 students and the application of questionnaires that allowed measuring reading comprehension in its three dimensions. The results showed that 70% of the students reached the literal comprehension level, 30% reached the inferential level, and 79% had low performance in critical comprehension. There were no significant differences between the two modalities. Therefore, there are deficiencies in the application of educational strategies by teachers to work on students' critical and inferential comprehension.

Palabras clave : Reading comprehension; Alternative Basic Education; educational modalities; cognitive skills; pedagogical strategies.

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