Content area
In the research work titled Workshop of Leading Comprehension with didactic strategies in Blended Learning under the Significant Learning approach in order to improve the reading comprehension abilities, it was proposed the research statement: In what way will the of the Reading Comprehension Workshop with didactic strategies in Blended Learning under the Significant Learning approach, will improve the reading comprehension abilities in the Literal and Inferential levels in students of the 5th cycle of the professional career in Basic Education of the University ULADECH Católica in the ULADECH Chacas Center, Province of Asunción, Ancash 2014? Being the goal to analyze whether of the Reading Comprehension workshop with didactic strategies in Blended Learning under the Significant Learning approach improved the reading comprehension abilities in the literal and inferential levels in students of the 5th cycle. The population was composed by 18 students selected intentionally by convenience. The mentioned research belongs to the quantitative type of the explanatory level, with a pre-experimental design of pre-test – posttest. By using the Mc Nemar non-parametric test, it was demonstrated the validity of the hypothesis. After the application of the pre-test of reading comprehension, only one student passed, and after the application of the post-test of reading comprehension, all the students passed. In consequence, the of the Reading Comprehension Workshop with didactic strategies in Blended Learning under the Significant Learning approach, improved meaningfully the reading comprehension abilities related to the literal and inferential dimensions.