Reading comprehension and academic performance, an analysis in primary basic education students from Yopal – Casanare

Abstract

Reading comprehension is a process through which the student shows his ability to analyze, interpret and argue about a topic that he has read and allows him to respond in fields of knowledge and solve problems. This study aimed to relate the evaluation of reading comprehension with the academic performance of primary school students from Yopal Casanare. A quantitative study was carried out, with a non-experimental design, of correlational scope and moment of a cross-sectional study. We worked with 190 fifth-grade students to whom the PROLEC - R test was applied, and the academic performance was obtained from the results of the Competent Reader entrance test. For the data analysis, the statistical package SPSS V24 was used, which allowed the establishment of the use of frequencies, percentages, and measures of central tendency and variabilities such as the mean, standard deviation, skewness, and kurtosis. Following this, cross tables were used to achieve detailed descriptions of frequency in contrast to other variables and with it the chi-square test. Finally, the Pearson correlation statistic was applied to establish associations between variables. The results show a significant correlation between reading comprehension and satisfactory academic performance in the studied sample. It is concluded that students who have reading habits present better academic performance.