Learning strategies to reinforce the critic reading in English in university level
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Abstract
This research project defined the effects of learning strategies to reinforce critical reading in English at the university level. The research in this study was applied, with a quantitative approach and a type of quasi-experimental design, whose sample of 115 students made up the control group and 117 the experimental group, who were evaluated on two occasions with a 20-question test previously validated by experts with the Mc Donald's Omega coefficient equal to 0.935 of reliability. In the descriptive derivations in the post-test - control group, a mean level prevailed with 65.22%, in contrast to the experimental group, 100% prevailed. The inferential data provided the use of the U Mann-Whitney test to know the level of significance (Sig.) which result was 0.000 less than ? = 0.05 (Sig. <?), for the specific hypotheses, asserting the hypotheses affirmative. Verifying with this, that the use of learning strategies claimed to optimize the critical reading level in university students.
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