https://doi.org/10.37955/cs.v6i3.277

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eISSN: 2600-5743

Playfulness as a strategy to

strengthen reading comprehension,

motivation and social interaction

La lúdica como estrategia de fortalecimiento de la

comprensión lectora, motivación e interacción social

Miguel Bonilla Alegria

Master's Degree, Corporación Universitaria Iberoamericana,

mbonil12@ibero.edu.co, https://orcid.org/0000-0001-7664-3174

Sandra Lorena Gamboa Arroyo

Master's Degree, Corporación Universitaria Iberoamericana,

sgamboaa@ibero.edu.co, https://orcid.org/0000-0003-2199-5580

Mary Luz Cortez Angulo

Master's Degree, Corporación Universitaria Iberoamericana,

mcortes32@ibero.edu.co, https://orcid.org/0000-0003-2608- 7207

ABSTRACT

The José Acevedo y Gómez Educational Institution, located in the Cajambre

River, rural area, south of the district of Buenaventura, covers from (0º) to

11th grade. The population served, is characterized by learning problems,

evidenced both in internal and external tests (Saber), mainly in reading

comprehension, which shows that the teaching-learning process does not

respond to the proposed educational quality, therefore the general objective

was raised in "Strengthening reading comprehension in ninth grade students",

instruments were used to collect information such as: structured interview for

parents and teachers, diagnostic test to students, non-participant observation

to teachers, participant observation to students and the final test. This study

was established from the constructivist paradigm, in search of achieving the

objectives through the qualitative approach, the methodology was action

research. The first results found were: absence of reading habits, little or no

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parental support, inadequate pedagogical practices, poorly conditioned

physical spaces and a low level of inferential reading in most of the students.

The use of the pedagogical proposal produced attitudinal changes in the

students, such as integration, satisfaction, communication, and slight

individual and group improvement in inferential reading. It is concluded that

the use of games modified the attitude of the students, which explains the

slight difference between the diagnostic test and the final test. It is worth

mentioning that the categories Motivation and social interaction of the

general objective were fully met, while reading comprehension only partially

improved in the subjects investigated.

RESUMEN

La Institución Educativa José Acevedo y Gómez ubicada en el rio Cajambre

zona rural, al sur del distrito de Buenaventura, esta cubre desde (0º) hasta

grado 11º. La población atendida, se caracteriza por presentar problemáticas

de aprendizaje, evidenciadas tanto en pruebas internas como externa (Saber),

principalmente en comprensión lectora, lo cual da cuenta que el proceso de

enseñanza –aprendizaje, no responde a la calidad educativa propuesta, Por

ello se Planteó el objetivo general en “Fortalecer la comprensión lectora en

los estudiantes del grado noveno”, se utilizaron instrumentos de recolección

de información como: entrevista estructurada para padres de familia y

docentes, prueba diagnóstica a educandos, observación no participante a

docentes, observación participante a educandos y el test final. Este estudio se

estableció desde el paradigma constructivista, en búsqueda de alcanzar los

objetivos a través del enfoque cualitativo, la metodología fue investigación

acción. Los primeros resultados encontrados fueron: ausencia de hábito

lector, poco o ningún apoyo de los padres, practicas pedagógicas inadecuadas,

espacios físicos mal acondicionados y un nivel de lectura inferencial bajo en

la mayoría de educandos. El uso de la propuesta pedagógica, produjo cambios

actitudinales en los estudiantes como la integración, satisfacción,

comunicación, leve mejora individual y grupal en lectura inferencial. Se

concluye que emplear la lúdica modifico la actitud de los estudiantes, por lo

cual se comprende la leve diferencia entre prueba diagnóstica y prueba final,

cabe mencionar que las categorías Motivación e interacción social del

objetivo general, se cumplieron a cabalidad, en cambio la comprensión

lectora solo mejoró parcialmente en los sujetos investigados.

Keywords / Palabras claves

Reading comprehension, playfulness, motivation, social interaction.

Comprensión lectora, lúdica, motivación, interacción social.

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Introduction

This article intends to reflect the view of some authors regarding

concepts such as reading comprehension, playfulness, motivation and

social interaction in order to have a basis for understanding these

aspects within the development of this research, in search of better

interpreting the results of the same and at the same time to enable a

proper questioning with the authors in which the results are

supported, so it begins by defining each of the fundamental elements

of this study.

Reading comprehension, as it is currently conceived, is a process

through which the reader elaborates meaning in his interaction with

the text (Anderson & Pearson, 1984). When a reader understands what

he reads, he is learning, to the extent that his reading informs him,

allows him to approach the author's world of meanings and offers him

new perspectives or opinions on certain aspects. Riascos, 2014) states

that reading comprehension involves understanding, first of all, the

meaning of words, considered as the minimum units of the text, and

then moving on to the larger units, i.e., sentences, phrases and

paragraphs.

According to Adam and Starr (1982). To understand the concept of

reading comprehension, it is necessary to know what are the necessary

components and the steps to follow to reach it, therefore, we must first

know: what is reading? Reading is understood as the ability to

understand a written text" Reading is a process of interaction between

the reader and the text, a process through which the former tries to

satisfy the objectives that guide his reading.

We continue with the second relevant factor in this article, "ludic",

from which ludic is known as the adjective that designates everything

related to play, leisure, entertainment or amusement. The term ludic

is of Latin origin; "ludus" which means "game". A ludic activity is

performed in the free time of individuals, with the objective of

releasing tensions, escaping from the daily routine and worries, to

obtain a little pleasure, fun and entertainment, as well as other

benefits, among which are the following: it develops concentration and

mental agility, expands body expression, improves balance and

flexibility, increases blood circulation and provides social inclusion.

(Posada, 2014).

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Playfulness, according to Dinello (1989), is an option of

understanding, which conceives new representations that creatively

transform the phenomenological perception of the community, thus

giving rise to new processes of knowledge, creations and positive

emotional relationships.

Bruner (1984), expresses that playfulness favors in the child the

establishment of the symbolic function and with it, the internal

emergence of the symbol, increasing the capacity of his thinking.

(Huertas Vargas, M. et al. 2019), mentions that through play as a

strategy, the interest and desire to learn is promoted. The experience

begins by observing the reality of the educational community, until it

becomes aware of the importance of innovating the pedagogical task.

In this sense, García et al. (2001) state that motivation is not

something momentary, it goes beyond the preparation and concern for

the beginning of a lesson, it is constituted by a set of elements that

make up the physical, social and emotional environment of the class.

In relation to the above, Nérici, I (1991), in a very precise way expresses

that to motivate is to predispose the student towards what is to be

taught; it is to lead him to participate actively in school work. Thus, to

motivate is to lead the student to strive to learn, whether by trial and

error, imitation or reflection.

This is complemented by Suárez, R (1980), indicating that to motivate

learning is to move the student to learn and create the necessary

conditions for its achievement, removing the barriers that oppose it.

Finally, we work on the last conceptual aspect of this article

corresponding to social interaction, in reference to it, (Galindo et al.,

2009) define interaction as the implementation of reciprocal acts of

behavior between individuals at the moment of establishing or

experiencing a dialogue or joint activity, in relation to the context

where the event takes place.

Goffman, E (2014) states that we can better understand the social

interactions of everyday life by resorting to a theatrical metaphor,

imagining that when we interact with other people we are doing as the

actors in the theater. He also pointed out that, in every social

interaction, we are all actors and audience at the same time since, on

the one hand, we play a role - consciously or unconsciously - to convey

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a certain impression of ourselves, on the other hand, we evaluate how

others play their role.

Benes, G. (2014), highlights that in social interactions there are a series

of assumptions or understandings that we take for granted and that

allow that interaction to go ahead in a way that we could foresee. For

example, when we ask someone, "How are you doing?", we imply, and

so does the interlocutor, that we are asking the question as a greeting

and not to find out how he or she is doing in terms of health or mood.

It is observed that students at the José Acevedo y Gómez Educational

Institution have different rhythms and learning styles, which are

related to the students of the XXI century. That is to say that they learn

in different ways, many will understand in a faster way, others more

slowly, some visually and others audibly, etc. In which, the

methodology of the game is going to favor them to a great extent

knowing that this has benefits such as: motivation, good coexistence,

respect, guidelines. The game affects all these practices so that the

person relates and assimilates in a better way.

In the same way, it is conceived that the methodology used by the

teacher, supported by the constructivist method, is the one that will

allow focusing on the subject, where the teacher becomes a mediator

and guide of the academic activities, while the student is the center and

builder of his teaching-learning process; unlike what happened in the

past, where only the teacher's directive was imposed, where it was

thought that the subjects were recipients who had to fill them with

curricular contents.

Therefore, this study is proposed in order to analyze "the problems in

reading comprehension and low motivation" in the teaching-learning

process that has been occurring in the students of our educational

institution from 2016 to the present. For this purpose, priority is given

to the 9th grade population group (male and female adolescents

between 13 and 19 years of age) of the José Joaquín y Caicedo y Cuero

headquarters, in the verada Silva, Rio Cajambre of the city of

Buenaventura.

It is important to express that different strategies such as the reading

corner, workshops and icfes type evaluations, reflective videos among

others have been established throughout these years to address the

problems mentioned, but even with all these alternatives, it has not

been possible to achieve an optimal level in the students in the reading

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comprehension process, nor to improve their motivation, free and

autonomous participation.

Materials and Methods

This research was carried out using the following material for the

collection of information: Structured interview to parents, Structured

interview directed to teachers, Diagnostic test to students (reading

comprehension test), Non-participant observation directed to

teachers, Didactic units (reading comprehension tests in the area of

ethics and values), (ludic activities), Participant observation directed

to students and Final test (with the initial diagnostic test).

The present research is established from the constructivist paradigm,

which aims to achieve the objectives through a qualitative approach,

the research methodology proposed corresponds to action research.

According to Rodriguez G, (1996), the qualitative method experiments

from real contexts, the importance of this method is that it analyzes

the phenomena as they happen. According to the author, this type of

research implies the collection of diverse data for interpretation. To

this end, the authors of this study proposed the use of instruments

such as the test before and after the play activities, observation and the

structured interview, in order to point out the description of the

problem.

According to Hernández, Fernández and Baptista (2010), the

qualitative approach is understood as a process that requires data

collection without numerical measurement, while for Blasco and Pérez

(2007) it studies reality in its natural context as it happens, extracting

and interpreting phenomena according to the objects involved.

From this perspective of Pérez Serrano (1998), qualitative research is

considered "as an active, systematic and rigorous process of directed

inquiry, in which decisions are made about what can be investigated

while in the field of study" (Page 46).

Among the types of qualitative research, the design selected for this

study was action research. In this regard, Yuni and Urbano (2005)

state that action research is part of a research model of greater

commitment to social change, since it is based on a position regarding

the intrinsic value of knowledge of one's own practice and personal

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ways of interpreting reality so that the actors themselves can engage in

processes of personal and organizational change. (Pages 138-139).

From an educational point of view, Suarez Pazos (2002) states that

action research is "a way of studying and exploring a social situation,

in our case an educational situation, with the aim of improving it, in

which those involved in the reality under investigation are involved as

"inquirers".

In this sense, action research is presented not only as a method, but

also as an epistemic tool directed towards the educational

transformation of the reality that is in permanent construction and

reconstruction by the social actors, where the researching teacher is an

active agent of his own inquiry practice.

Results

The implementation of all the research dynamics and the application

of the ludic-pedagogical processes resulted in the following elements

or factors related to the problems of reading comprehension,

motivation and social interaction.

Representation of factors affecting reading comprehension and

motivation.

The predominant response in 14 households was that 12 expressed that

they had no reading habits, while only 2 households stated that they

had a reading habit, although not regularly practiced. In addition,

parents are fully aware that their children dedicate little time to

reading and prefer to do other things, for example: watch television,

work in the fields, go fishing or mining, among other factors that limit

the teaching-learning exercise.

Regarding this factor, it is evident that most of them, both parents and

students, downplay the importance of the educational process, which

undoubtedly directly affects the student's reading competence,

because it is an intermittent process and lacks responsibility, in

addition to this, it was found that most parents do not use didactic

material to work on reading comprehension with their children, and

also expressed not having read even one book on their own initiative

or at the suggestion of others, which shows that they have little taste

for reading.

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In this order of idea is linked to the problem of low reading

comprehension, the lack and availability of suitable physical spaces,

equipped with what is necessary to promote an efficient reading at

home and mainly in the educational institution, in the same way it was

observed that the institution lacks in its totality of spaces with these

characteristics, since the school libraries that are available, are only

designed to store books and not in the comfort or satisfaction of those

who use them. Likewise, there are acoustic affectations that impede

the reader's concentration, due to the fact that the classrooms are

mostly built of wood and very close to each other, therefore, the noise

generated in the classroom interferes with the activities of the

neighboring classroom.

Another problem encountered is the use of chainsaws to cut wood, or

river transportation by boats with outboard motors that generate loud

noise and lack of concentration among students, in addition to the use

of sound equipment in areas near the school during school hours.

With respect to the present category, a coincidence or relationship was

found between the results already mentioned and the diagnostic test,

in this sense it could be observed that 10 of 14 students obtained a low

grade, which corresponds to 71.4% of students positioned in this level,

in contrast, 4 students reached a basic level, that is, 28.6% of the total

sample that are located in the second level of reading comprehension

and none achieved a position in high or higher levels. In order to

interpret the previous result more precisely, the Institutional

evaluation scale is added, comprised as follows: low 1 - 2.9, basic 3.0 -

3.9, high 4.0 - 4.5 and superior 4 - 6 - 5.0.

It was found that the relationship that the students have with the

physical space near the institution makes possible the realization of

certain traditional games, such as "la lleva el ponchado", "la

carbonerita", "la yuquita", "mirón mirón", "tingo tango" and others

such as "baile por la silla". Accordingly, we proceeded to ask the

students about two possible games that could be implemented in the

middle of a class, of which the last two games were chosen to be applied

in the didactic units.

It was found that the majority of parents, 12 out of 14, consider that

the use of games in pedagogical activities is of utmost importance,

since they can help motivate the student and favor reading

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comprehension, while only two households stated that they do not see

the importance of games in the classroom.

In keeping with the discursive line, it became evident through the non-

participant observation of teachers that none of the six teachers

analyzed made use of playfulness in any period of their class.

In relation to the two previous sections, it is clear that, although the

student complies partially or completely with his academic activities,

there is no greater motivation to comply with them, since he enjoys

very little of the process under these conditions.

3.7 Motivation type (a): Regarding this aspect, it was found that all the

teachers participating in this research try to promote motivation in

some way in the students, some do it through the use of different styles

of reading, others through dynamism and personal gesticulation, in

spite of this, this type of motivation does not radiate equally to all the

students, nor does it last for a long time.

With the information collected up to this point, we proceeded to the

construction of the pedagogical proposal, based on the context, the

preferences of the students, the implementation of games, short texts,

image reading, group activities, among other things, the material was

contained in two didactic units to be carried out in two different

sessions, in addition to the final test as the third and last session.

Motivation type (b): It was observed and registered attitudes in the

students in the middle of the recreational-pedagogical activity,

projecting "greater motivation and interest to participate and carry out

the programmed activities", even students who do not show this

expression on a daily basis were more motivated, it is important to

note that all the participants of the final sample, 14 students, were

found to be more motivated in the middle of the recreational activity,

than in previous stages before the implementation of this activity.

There was a high degree of commitment on the part of the students in

the application of the proposal, the commitment to the activities was

total on the part of the students, and they were not willing to go home

at the end of the section, but on the contrary, they chose to have a kind

of reflective discussion about everything they had experienced in the

process.

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It was observed in the team work that the students were totally willing

to plan and execute the necessary activities, and thus achieve the

objective of the class, in addition to this, the interruptions by those

who have the habit of doing them, were greatly reduced, and the few

that occurred, were taken from a positive point of view or animation

for the space.

In relation to the behavior of the students, it was evident that the

implementation of the didactic units, with the different activities that

composed them, produced a widely sustained dynamizing effect, both

in the first and in the second unit, as well as in the range of time that

each one lasted (2 hours), The dynamism could be appreciated because

the students used their range of skills to work hard in each of the

phases through interaction and interlocution, and it is worth

mentioning that a high level was maintained in this factor in all phases

of the process, the high dynamic impact produced an excellent

atmosphere in the classroom.

In relation to this aspect, although the change that the playful activity

brought to the class was evident, it was decided to ask the students

directly how satisfied they were with the implementation of these new

components within the structure of the class, to which they responded

almost snatching the word from each other "very happy with all this"

"totally satisfied" "this is how all the classes should be" "very happy

with all this" "totally satisfied" "this is how all the classes should be".

The participatory aspect of the students was greatly influenced by the

recreational activity, since their joy was evident at first sight, during

and after the game. For this reason, it can be said that the involvement

of the students in the activities was 100%, since none of the 14 students

refused to participate in any of the activities.

In this aspect an important improvement was found, in relation to this

it was observed that some students, who normally do not integrate

easily, for this occasion they did it from the moment of the playful

activity, and from then on they remained integrated to each one of the

activities, contributing in the realization of the same ones. In this

sense, it was important the integration in the moments of the group

activities, where it was possible to observe a total concentration and

participation of the members of each one of the established groups.

This is another element that, in addition to being emergent, also makes

a difference with respect to some others, since it was observed in 3

students who are normally not very communicative, making use of this

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ability as they had never been seen before, managing to integrate and

express their points of view with total naturalness, just as it happened

with the rest of the students.

Evaluation of the impact of the pedagogical proposal

3.16 Final inferential reading: The following results were obtained in

this section: 6 of the 14 students were able to reach the basic level of

reading comprehension, although in this case only two more students

were able to move up to this level of qualification, this small change in

the number of students is interpreted as positive, since in the initial

test there were 4 students at the basic level.

It is understood in this research that the results, besides being group

results, are also personal, which is why individual changes were

presented in the final stage in some students of the low reading

comprehension level, in this sense, they went from answering correctly

between 4 and 5, 6 and 7 questions out of 17 in total in the diagnostic

test, to answering 8 and even 9 questions correctly, being close to

reaching the basic level in the final test, which shows small differences

in both individual and group aspects, obtained from the process

carried out in relation to inferential reading.

Representation of factors affecting reading comprehension and

motivation.

It was evidenced that most of the students practice reading by

imposition, rather than for pleasure, so it is established that they do

not do it with pleasure and therefore read for the sake of reading, in

other words, to comply with the teacher's order, in relation to what has

been observed and to the authors' fundamentals, the low level of

reading comprehension present in the students who are the objects of

this study can be explained, understanding according to Adam and

Starr (1982), understanding that, there must be a certain attraction for

reading in the individual who carries out this process, which is

supported by Salazar, S. (2006), who expresses that the reading

comprehension of the students is not a pleasure, but a pleasure for the

sake of reading. (2006), who states that the reading habit is a

structured and intentional behavior, which allows the individual to

stay motivated in reading practices, providing satisfaction, sense of

achievement and entertainment.

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Modeling: It was found that most parents do not contribute to the

process of modeling or guided instructions to encourage greater

interest in the student, much less in reading, which denotes and

explains in part the weakness that students present in reading

comprehension, and other aspects of the educational process, which

differs with what is stated by (Cardona et al., 2015) who report that

parents are the first support network for students, so it is relevant that

in the home there is an environment full of harmony, with the

necessary elements for the personal development of the subject.

Physical spaces: It is evident that the institutional physical spaces in

which the educational practice is carried out, do not meet the

minimum of conditioning and ambience, which can promote or arouse

motivation and interest in reading, since they have design drawbacks,

such as overlapping acoustic effects, little or bad ambience, and lack of

suitable spaces that meet the necessary characteristics to make the

student enjoy the space and the reading process, contrary to what is

stated by (Rodríguez-Gómez, D. et al... 2015), which comment that

physical space is an element that promotes learning, therefore it

should be considered as important for the teaching-learning process,

and therefore should be conditioned according to the characteristics of

the environment of the teaching-learning process, 2015), which

comment that the physical space is an element that promotes learning,

therefore it should be considered as important for the teaching-

learning process, and therefore should be conditioned according to the

characteristics of the environment, the learner and their preferences,

a position that corroborates Cela, J and Palau, J (1997), when they

mention that the beginning of democracy occurs in the classroom,

making both the time and the space to suit the needs of learners and

not the other way around. On the other hand, Viñas and Delgado

(1988), cited in López, C. P., & Gutiérrez, C. L. (2002), point out that

it should be mainly the teachers who organize the educational center

in an optimal and pleasant way, either by areas of knowledge,

workshops or specialties, and that the learners should be the ones to

move to the different spaces.

Initial inferential reading: It was found that the majority of students,

71.4%, equivalent to 10 out of 14 individuals, have weaknesses in

extracting information from a text, as well as in establishing

connections between previous knowledge and what is read. On the

contrary, a small part of the population investigated, 28.6%,

equivalent to 4 students, present a certain difference in the aspects

already mentioned with respect to the previous group, so it is

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interpreted that this group of students has greater strengths to

establish connections between previous knowledge and what they

read, they also have greater capacity to extract information from a text,

which makes them a little more skillful for inferential reading than

their counterpart.

Situations that differ from what Jouini (2005) shows, when explaining

that "the process of reading comprehension is the one that considers

inferences as the soul of the comprehension process" in other words,

the fundamental part of comprehension (inference) added to the

previous results obtained reveal large gaps in the process that must be

covered, aiming that students advance at their own pace in the

improvement of reading practices. Likewise Pérez (cited in Castro and

Paez,2015), (León and Escudero, 2008), denote that in the inferential

comprehension level the reader extracts information that is implicit in

the text, in addition to the fact that this process is based on the reader's

previous bases. This marks a visible difference with the results

observed in the students who underwent the diagnosis.

Contextualization: Understanding the relevance of the aspects that

belong to the context, and according to the contribution of the analysis

of the daily behavior of the learners, it was important and

indispensable to take into account the dynamics that are developed in

the school environment, to choose both the space of application of the

activities, and the types of games, understanding, that these had

already been practiced on other occasions, which is similar to what

Vermunt and Rijswijk, V. (1988) when they state that the context must

be taken into account throughout the teaching process, since it is

fundamental for the learning of the student. This approach is

reinforced by (Bourdieu and Passeron, 1990; Boudon, 1983), who state

that the previous competencies of the students should be taken into

account, conditioned also by their family environment and by their

previous experiences in educational institutions. It was found that, of

all the teachers observed, none of them made use of play in any period

of their class.

In relation to the above, it is clear that, although the student complies

partially or completely with their academic activities, there is no

greater motivation to comply with these, since they enjoy very little of

the process in these conditions. Regarding this point and the family's

view, two households stated that they did not see the importance of

playing in the middle of a class.

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On the other hand, it was reported that the majority of parents, 12 out

of 14, considered that using games in pedagogical activities is very

important, since it could help the motivation of the student, in addition

to favoring the process of reading comprehension, a position that is

consistent with Viciana and Conde (2002), who define the game as "a

means of expression and communication of the first order, of motor,

affective, sexual and socializing development par excellence".

Likewise, Carmona and Villanueva (2006), comment that play is "a

way of interacting with reality, determined by internal factors of the

individual, such as attitude. Similarly, Garaigordobil and Fagoaga

(2006), state that play "is a vital and indispensable activity for human

development", understanding that it contributes to the integral

development of the individual from many aspects such as: pleasure,

action, respect for rules, effort, interaction, among other factors.

Regarding this aspect, it was found that all teachers participating in

this research, promote motivation in students through a variety of

strategies, some use different styles of reading, others use dynamism

and personal gesticulation within the class, although some students

articulate in a good way to curricular activities, it does not happen

equally to all, nor does it extend for a long time that motivational effect

achieved by alternatives already mentioned. This reality is in contrast

to what (García et al., 2001), Nérici, I. (1991) and Suárez, R. (1980)

express, making it clear that motivation is not something momentary,

that it goes beyond the preparation of a lesson, and that it is based on

the set of physical, social and emotional elements of the class.

Conclusions

The teaching experience allowed in first instance to know some

deficiencies that the students presented in the reading process, due to

the fact that most of them obtained low results in the different

subjects, in the aspect of reading comprehension, evaluated through

multiple choice exams, in addition this situation is reconfirmed by the

institutional historical results of the knowledge tests, since generally it

is not possible to reach the national average, nor the municipal

average. This problem converges in the educational environment

together with other limiting conditions, such as the lack of support

from some parents, bad teaching practices, inadequate buildings,

among other circumstances.

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The idea of investigating this problem, went through some

transformations, since initially it was thought to approach only the

student, later, according to progress in the theoretical foundation, it

was understood that it was necessary to include other subjects in this

process, therefore teachers and parents were linked, with the aim of

knowing the contribution of these in the educational dynamics of

students, in relation to the above, the general objective of the research

was developed which is : To strengthen reading comprehension in the

area of ethics and human values in ninth grade students at the José

Acevedo y Gómez Educational Institution. From which specific

objectives emerged as: To identify the factors that affect reading

comprehension and motivation in ninth grade students in the school

context of the José Acevedo y Gómez Educational Institution, to design

a pedagogical proposal based on playfulness that promotes motivation

and reading comprehension, to implement the pedagogical proposal

from the area of ethics and human values, and to evaluate the impact

of the implementation of the pedagogical proposal.

In order to meet the objectives, we began by inquiring about the

support that parents provide to their children in the educational

process, teachers about pedagogical practices, students were given a

diagnostic test and finally the educational context was analyzed. All

this yielded factors to be taken into account such as: low or non-

existent reading habits, little or no support from parents, poor

pedagogical practices (absence of games) and inadequate physical

spaces. This information was essential for the construction of the

pedagogical proposal, which was designed with the purpose of

intervening in the reading comprehension problem of the students. In

relation to the specific objective of knowing the factors that affect the

students' reading, it is necessary to express that this fulfilled the

expectations, since the main elements that contribute to the presence

of this problem in the students came to light.

With respect to the second objective: design of the proposal, the

planned goal was also achieved according to the characteristics and

preferences of the students, the context, and the pedagogical strategies

of the research teachers, who developed the material for the activities.

Similarly, the third specific objective: implementation of the proposal,

was a success at the time of its execution, which was carried out by

means of a previous sensitization of the students, explanation of the

main objective and the characteristics of the proposal.

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The application of the pedagogical proposal allowed to know

important results regarding: a greater commitment with the process of

both parents and students, who in the midst of the activities showed

greater willingness, excellent attitude, more responsibility, good

dynamism, high satisfaction, complete integration. And finally a slight

improvement in the reading competence since at the beginning only 4

students won the diagnostic test, for the second stage there were 6

students who won this test, in both stages a basic level of reading

comprehension was achieved, but in the second part the students who

lost the test at a low level, surpassed themselves, getting more

questions right, (beginning: 4, 5 and 6 right out of 17) (final: 7, 8 and

9 right out of 17).

The above allows us to understand that the fourth objective: evaluation

of the proposal, was only partially fulfilled, showing that few students

obtained the result proposed at the beginning of the research, which is

to strengthen reading comprehension skills. Although this last result

is not as significant as expected, the immense attitudinal change in

motivation and social interaction brought about by the application of

the pedagogical proposal based on play as a triggering factor of these

aspects should be highlighted.

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