Entornos virtuales y habilidades comunicativas en la lectoescritura primaria
Virtual environments and communication skills in primary literacy developmentBarra lateral del artículo
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La investigación se desarrolló en el marco del ODS 4, con el objetivo de determinar la relación entre los entornos virtuales de aprendizaje (EVA), las habilidades comunicativas y la lectoescritura en estudiantes del III ciclo de una institución pública de la UGEL 03, Lima. Se empleó un enfoque cuantitativo, tipo básico, con diseño no experimental y correlacional. Participaron 80 estudiantes y los datos fueron obtenidos mediante listas de cotejo aplicadas a docentes. Los resultados mostraron que el 67,5 % accedió a los EVA, con niveles favorables en las dimensiones tecnológica (87,5 %), pedagógica (73,8 %) y cognitiva (63,7 %). Asimismo, el 86,3 % presentó habilidades comunicativas adecuadas y el 87,5 % evidenció un desarrollo satisfactorio en lectoescritura. El análisis inferencial confirmó una relación fuerte entre habilidades comunicativas y lectoescritura (p < 0,001), pero no entre los EVA y las otras variables.
The study was conducted within the framework of SDG 4, with the aim of determining the relationship between virtual learning environments (VLE), communication skills, and literacy among third-cycle students from a public school in UGEL 03, Lima. A quantitative approach was used, basic in type, with a non-experimental and correlational design. The sample consisted of 80 students, and data was obtained through checklists completed by teachers. Results showed that 67.5% of students accessed VLE, with favorable levels in the technological (87.5%), pedagogical (73.8%), and cognitive (63.7%) dimensions. Likewise, 86.3% demonstrated adequate communication skills, and 87.5% showed satisfactory literacy development. Inferential analysis confirmed a strong relationship between communication skills and literacy (p < 0.001), but no significant associations were found between VLE and the other variables.
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