Los procesos cognitivos básicos y la comprensión lectora en estudiantes de primer ciclo paralelo “C” de la carrera de Contabilidad y Auditoría de la Facultad Jurídica, Social y Administrativa, 2023 – 2024
The objective of this study was to analyze the relationship between the basic cognitive processes of attention and memory with reading comprehension in students of the first parallel cycle “C” of the Accounting and Auditing career of the Legal, Social and Administrative Faculty, 2023- 2024,. The stu...
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| Format: | bachelorThesis |
| Jezik: | spa |
| Izdano: |
2024
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| Teme: | |
| Online dostop: | https://dspace.unl.edu.ec/jspui/handle/123456789/29750 |
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Označite | Izvleček: | The objective of this study was to analyze the relationship between the basic cognitive processes of attention and memory with reading comprehension in students of the first parallel cycle “C” of the Accounting and Auditing career of the Legal, Social and Administrative Faculty, 2023- 2024,. The study adopted a quantitative, correlational, and cross-sectional approach, with a non-experimental design. The d2 test and subscale of the RIAS test were used to evaluate memory and attention, and the ICLAU instrument was used to measure reading comprehension. The sample size was 20 students. Pearson’s non-parametric correlation coefficient was used to establish the correlation between the study variables. The results showed that 70.00% of the students presented low levels of attention, while 25.00% were at a medium level, and only 5.00% showed a high level. As for memory, the results indicated that 45.00% of the students had low levels, 45.00% had a medium level, and 10.00% had a high level. In terms of reading comprehension, 70.00% of the students showed low levels, 25.00% showed a medium level, and only 5.00% showed a high level. Regarding the correlation between attention and reading comprehension, the results showed a perfect positive correlation, with Kendall’s Taub-b value of +1.00, confirming the alternative hypothesis. On the other hand, the alternat’ve hypothesis was rejected for memory and reading comprehension, as the range obtained was -0.039, indicating a slight negative correlation. Therefore, the null hypothesis was accepted. In conclusion, the study revealed a strong positive correlation between attention and reading comprehension levels, while a slight negative correlation was observed between memory and reading comprehension levels. |
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