Comprensión lectora y pensamiento crítico en los estudiantes del segundo grado de educación secundaria del CEBA Miguel Acosta Oyarce Caballococha 2025

• Autor: Baneo Guerrero, Cristian Jonatan
• 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:20.500.12737/12480
• Enlace del recurso: https://hdl.handle.net/20.500.12737/12480
• Nivel de acceso: acceso abierto
• Materia: Comprensión lectora; Pensamiento crítico; Educación secundaria; https://purl.org/pe-repo/ocde/ford#5.03.01

The main objective of this research was to determine the relationship between reading comprehension and critical thinking in second-grade high school students at CEBA Miguel Acosta Oyarce, located in Caballococha, during the year 2025. The study was developed under a quantitative approach and framed within the relational research type. The methodological design adopted was non experimental, correlational, and cross-sectional. The population consisted of all students enrolled in the second grade of secondary education at the aforementioned CEBA, totaling 79 students. Since the sample was equal to the population, a census sampling method was applied. For data collection, the technique used was direct observation through an observation guide, which was validated by a panel of experts in the field. Regarding the results, the statistical analysis revealed a Spearman correlation coefficient of Rho = 0.683, indicating a high positive relationship between the two variables. Additionally, the significance value obtained was p = 0.000, which is below the 0.05 threshold, thus allowing the rejection of the null hypothesis and the acceptance of the alternative hypothesis. In conclusion, it is confirmed that there is a significant and direct relationship between reading comprehension and critical thinking in second-grade secondary students at CEBA Miguel Acosta Oyarce, highlighting the importance of strengthening both processes within the educational context.