El aula invertida y la comprensión lectora del Inglés en estudiantes de educación superior
The flipped classroom and English reading comprehension in higher education studentsBarra lateral del artículo
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El aula invertida y la comprensión lectora han ganado atención significativa en el ámbito educativo recientemente debido a su potencial para mejorar los procesos de aprendizaje. Este estudio determinó la relación entre estas variables en estudiantes de educación superior. Se utilizó un enfoque cuantitativo básico con diseño correlacional descriptivo. La población consistió en 400 estudiantes, con una muestra intencional de 120. Los resultados indicaron un bajo nivel de implementación del aula invertida (45.8%) y una comprensión lectora inicial (58.3%) entre los estudiantes. Se concluyó que existe una relación significativa entre el uso del aula invertida y la comprensión lectora, destacando la necesidad de mejorar el aprendizaje de idiomas en este contexto.
The flipped classroom and reading comprehension have gained significant attention in the educational field recently because of their potential to improve learning processes. This study determined the relationship between these variables in higher education students. A basic quantitative approach with descriptive correlational design was used. The population consisted of 400 students, with a purposive sample of 120. The results indicated a low level of inverted classroom implementation (45.8%) and initial reading comprehension (58.3%) among students. It was concluded that there is a significant relationship between the use of the flipped classroom and reading comprehension, highlighting the need to improve language learning in this context.
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