La oralidad y la escritura en el proceso de aprendizaje. Aplicación del método aprende a escuchar, pensar y escribir

González Jaimes Elvira Ivone (), Hernández Prieto Maria de Lourdes () and Márquez Zea Juan ()
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González Jaimes Elvira Ivone: Universidad Autónoma del Estado de México
Hernández Prieto Maria de Lourdes: Universidad Autónoma del Estado de México
Márquez Zea Juan: Universidad Autónoma del Estado de México

Contaduría y Administración, 2013, vol. 58, issue 2, 261-278

Abstract: Research design is quasi-experimental, field, with four longitudinal assessments for two groups (one experimental and one control) of students with irregularity student. Intervention, learns listen-think-write (lltw) method. population, 488 students. With a sample conditioned (students with irregular registration) of 170 students from two university careers of accounting and administration, both manner, 24.3 years old. Material, Raven’s Progressive Matrices test and Learning strategies ACRA test. The impact obtained by the intervention (LLTW) was 23%, significant difference between follow-up evaluation 6 and 12 months. Regarding the improvement of learning skills in post-test measurement showed a general increase in average by 28%. Also it is necessary to say, the decline was failed subjects in the two groups evolving 12 months in control group was 3 to 4 and the experimental group was 1 to 2.

Keywords: irregularidad estudiantil; oralidad; escritura; comprensión (search for similar items in EconPapers)
Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:nax:conyad:v:58:y:2013:i:2:p:261-278

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