Perceived reading comprehension and pedagogical practices: a comparative study with university students of Basic Education
Journal
Journal of Management Practices, Humanities and Social Sciences
ISSN
26046423
Date Issued
2026
Author(s)
Guevara, Patricia del Rocío Amores
Coraizaca, Dorys Maribel Cumbe
Type
Article
Abstract
Reading 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.