Zurita Álava, Susana
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Item type:Publication, Perceived reading comprehension and pedagogical practices: a comparative study with university students of Basic Education(Journal of Management Practices - Humanities and Social Sciences, 2026); ; Coraizaca, Dorys Maribel CumbeReading comprehension is a competence of great importance in university education, especially for future teachers who will have to guide reading processes in different educational contexts. Explicit teaching, scaffolding, feedback, and digital resources can be used to promote its development through pedagogical practices. Comprehension is the perception of reading comprehension and the perception of pedagogical practices by university students of Basic Education according to their institution of origin. A non-experimental, descriptive, comparative and cross-sectional quantitative study was developed. To protect institutional confidentiality, three higher education institutions in Ecuador were identified by codes. A total of 221 eighth-semester students from these institutions participated. A 20-item questionnaire validated by five experts and pilot test was administered. Both scales demonstrated acceptable internal consistency. Differences between institutions were tested by one-way analysis of variance with Tukey’s post hoc comparisons. Differences were identified among the institutions in perceived reading comprehension and perceived pedagogical practices. Institution C showed higher perceived reading comprehension than Institution B, whereas Institution A reported higher perceived pedagogical practices than Institution B. Nevertheless, the magnitude of the institutional differences was limited. However, the study is limited by its cross-sectional design and reliance on self-reported data, which may restrict causal interpretation and introduce response bias. © 2026 Journal of Management Practices, Humanities and Social Sciences (JMPHSS). All rights reserved. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Qualitative and Quantitative Pathways in Educational Research: A Systematic ReviewThe present study aimed to know the qualitative and quantitative paths in educational research A methodology of a systematic review (RS) of literature of basic type was used, descriptive exploratory study of diverse publications with both qualitative and quantitative approaches, resulting from thorough and procedural research, in various databases of recognized quality such as Scopus, Google Scholar and Dialnet As results after the application of the PRISMA flowchart and the verification of the inclusion and exclusion criteria, 20 documents were analyzed in both English and Spanish, published between 2019 and 2023. As a conclusion, it was specified that the qualitative and quantitative paths in educational research are directed towards innovative, reflective, collaborative and critical thinking research. Likewise, educational researchers should be prepared in conceptual, procedural, attitudinal and functional terms to face the emerging challenges, as a consequence of the dynamic and changing situation of the needs and expectations of world society.40 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Art as an Active Strategy for Dyslexia Intervention: A Rhythmic–Visual–Motor Case Study(Richtmann Publishing, 2026-05-05); ;