Las implicaciones de la implementación de un programa mixto de estrategias metacognitivas de lectura y aprendizaje permanente en las habilidades de comprensión lectora del estudiante de educación física de una Institución de Educación Superior
| dc.contributor.advisor | González, Diana Katherine | |
| dc.contributor.advisor | Romero, Gonzalo | |
| dc.contributor.author | Gómez Vergara, Walter | |
| dc.coverage.city | Tuluá | spa |
| dc.coverage.spatial | Tuluá, Valle del Cauca, Colombia | spa |
| dc.date.accessioned | 2024-06-12T15:55:20Z | |
| dc.date.available | 2024-06-12T15:55:20Z | |
| dc.date.issued | 2024 | |
| dc.description | ilustraciones, gráficos, tablas | spa |
| dc.description.abstract | Esta investigación aborda la problemática de las habilidades de comprensión lectora en inglés de estudiantes de Educación Física de una institución de educación superior. La investigación se centra en la implementación de un programa mixto que combinó estrategias de lectura metacognitiva y Aprendizaje Permanente para mejorar las habilidades de comprensión lectora en el contexto de educación física. Esta investigación buscó investigar los efectos de la implementación del programa propuesto en el desempeño de los estudiantes en pruebas estandarizadas, así como en diferentes escenarios de la vida real. El estudio se desarrolló mediante un Diseño Explicativo Secuencial y se desarrollaron dos fases. Una fase cuantitativa que pretendió determinar si hubo algún impacto en las habilidades de comprensión lectora luego de la implementación del programa mencionado. La fase cualitativa, por otro lado, se diseñó para determinar los factores que frenan o facilitan el proceso de aprendizaje del participante. Los resultados cuantitativos y cualitativos se fusionaron, discutieron y contrastaron con la teoría y la investigación actual. | spa |
| dc.description.abstractenglish | This research addresses the problem of reading comprehension skills in English of Physical Education students in a higher education institution. The investigation focuses on the implementation of a mixed program that combined metacognitive reading strategies and Lifelong Learning to improve reading comprehension skills in the context of physical education. This research sought to investigate the effects of implementing the proposed program on students' performance on standardized tests as well as in different scenarios of real life. The study was developed through a Sequential Explanatory Design and two phases were developed. A quantitative phase which intended to determine if there were any impact on the reading comprehension abilities after implementing the mentioned program. The qualitative phase, on the other hand, was ment to determine the factors that restrain or ease the participant’s learning process. Quantitative and qualitative results were merged, discussed and contrasted with theory and current research. Quantitative results suggest that implementing a mixed program based on metacognitive reading strategies and Lifelong learning have a positive impact on participant’s reading comprehension. Quantitative results advocate that emotional factors influence either positively or negatively the teaching and learning process. | eng |
| dc.description.degreelevel | Maestría | spa |
| dc.description.degreename | Magister en Bilingüismo y Educación | spa |
| dc.description.tableofcontents | Abstract / Keywords / Introduction / Chapter 1. Problem statement / Rationale / Chapter 2. Theoretical framework / 2.1. Reading comprehension and its relevance in educational settings / 2.2. Reading comprehension: theories and models / 2.2.1. The Simple View of Reading / 2.2.2. The construction integration model / 2.2.3. The Interactive Model of Reading / Reading Comprehension in English as Foreign Language (EFL): Learning and teaching / Reading Comprehension in a Foreign Language: Strategies for Improving Reading Comprehension in English (EFL) / Metacognitive Strategies for Reading in Foreign Language (English EFL) / Metacognition and EFL Learning / Metacognition and learning / Critics on Metacognition in Education / Interaction between Metacognition and EFL Reading Comprehension / Metacognitive Reading Strategies / Metacognitive Reading Strategies (MRE) in Improving Reading Comprehension / Metacognition and Lifelong Learning / Lifelong learning and its relation with education / Lifelong Learning in the 21st Century / Chapter III. Methodology / Mixed methods / Quantitative Phase Design / Qualitative phase / Chapter 4. Results and Discussion / Pre and Post-Test / Qualitative Results / Discussion / Conclusions / References | eng |
| dc.format | spa | |
| dc.format.extent | 101 páginas | spa |
| dc.format.mimetype | application/pdf | spa |
| dc.identifier.citation | Gómez Vergara, W., González Ocampo, D. K., & Romero Martínez, G. (2024). The implications of implementing a mixed metacognitive reading strategies and lifelong learning program on the physical education student’s reading comprehension skills from a higher education institution. | eng |
| dc.identifier.instname | Instname:Unidad Central del Valle del Cauca | spa |
| dc.identifier.reponame | reponame:Repositorio Institucional Unidad Central del Valle del Cauca | spa |
| dc.identifier.repourl | repourl:https://repositorio.uceva.edu.co/ | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12993/4415 | |
| dc.language.iso | eng | eng |
| dc.publisher.faculty | Facultad de Ciencias de la Educación | spa |
| dc.publisher.program | Maestría en Bilingüismo y Educación | spa |
| dc.relation.indexed | Redcol | spa |
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| dc.rights | Derechos reservados - Unidad Central del Valle del Cauca | spa |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |
| dc.rights.license | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | * |
| dc.rights.local | Abierto (Texto Completo) | spa |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0 | * |
| dc.subject.keywords | Lifelong Learning | eng |
| dc.subject.keywords | Reading Comprehension | eng |
| dc.subject.keywords | Physical Education | eng |
| dc.subject.keywords | Higher Education | eng |
| dc.subject.keywords | Metacognition | eng |
| dc.subject.keywords | Learning processes | eng |
| dc.subject.proposal | Aprendizaje a lo largo de la vida | spa |
| dc.subject.proposal | Comprensión Lectora | spa |
| dc.subject.proposal | Educación Física | spa |
| dc.subject.proposal | Educación Superior | spa |
| dc.subject.proposal | Metacognición | spa |
| dc.subject.proposal | Estrategias Metacognitivas | spa |
| dc.subject.proposal | Procesos de aprendizaje | spa |
| dc.title | Las implicaciones de la implementación de un programa mixto de estrategias metacognitivas de lectura y aprendizaje permanente en las habilidades de comprensión lectora del estudiante de educación física de una Institución de Educación Superior | spa |
| dc.title.titleenglish | The implications of implementing a mixed metacognitive reading strategies and lifelong learning program on the physical education student’s reading comprehension skills from a Higher Education Institution. | spa |
| dc.type | master thesis | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
| dc.type.coarversion | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
| dc.type.content | Text | spa |
| dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
| dc.type.local | Tesis/Trabajo de grado - Monografía - Maestría | spa |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | spa |
| dcterms.audience | Público general | spa |
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