Perceived reading comprehension and pedagogical practices: a comparative study with university students of Basic Education
DOI:
https://doi.org/10.33152/jmphss-10.2.11Keywords:
reading comprehension, perceived practices, pedagogical practices, initial teacher training, higher educationAbstract
Introduction: Reading comprehension constitutes an essential competence in university education, especially among future teachers, who will need to guide reading processes in various educational contexts. Pedagogical practices can promote its development through explicit teaching, scaffolding, feedback, and digital resources. Objective: To compare perceived reading comprehension and perceived pedagogical practices according to the institution of origin of university students in Basic Education. Method: A non-experimental, cross-sectional, and comparative descriptive quantitative study was conducted. 221 eighth-semester students from three Ecuadorian higher education institutions participated, which were identified through codes to preserve institutional confidentiality. A 20-item questionnaire was administered, validated by five experts, and subjected to a pilot test. The internal consistency was adequate in both scales. Institutional differences were examined using one-way analysis of variance and Tukey's post hoc comparison. Results: Significant differences were identified in perceived reading comprehension F(2, 218) = 3.38, p = .036, ω² = .021, and in perceived pedagogical practices, F(2, 218) = 3.76, p = .025, ω² = .024. Institution C outperformed Institution B in perceived reading comprehension, while Institution A outperformed Institution B in perceived pedagogical practices. The effect sizes were small. Conclusions: The institutional differences were statistically significant, although they explained a limited proportion of the variability. The findings support the need to strengthen reading diagnosis and apply contextualised pedagogical strategies during initial teacher training.
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