Estrategias metodológicas y su relación con el aprendizaje significativo hacia la lectura en estudiantes del quinto ciclo de primaria en la Institución Educativa N° 60993 Distrito de Belén 2024

• Autor: Tapullima Arevalo, Andy Gaspar
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/12257
• Enlace del recurso: https://hdl.handle.net/20.500.12737/12257
• Nivel de acceso: acceso abierto
• Materia: Estrategias; Metodológicas; Aprendizaje significativo; https://purl.org/pe-repo/ocde/ford#5.03.01

The primary goal of this research was to elucidate the relationship between the methodological strategies used and meaningful reading comprehension among students in the fifth cycle of primary education. The study is quantitative in nature, descriptive-correlational, and employs a non-experimental design. The population consisted of 564 students, from which a sample of 228 was selected using proportional stratified sampling. Through surveys and questionnaires, it was determined that methodological strategies and meaningful reading comprehension are highly and significantly positively correlated. With a Kendall’s Tau-b value of 0.810 (p < 0,05), it was established that when teachers consistently apply methodological strategies, students are more likely to achieve meaningful learning in the area of reading.