Relationship of semantic maps with the increase of reading comprehension

Abstract

The objective of the research was to determine the relationship between semantic maps and the increase in reading comprehension in a group of students from the pre-university center of a university in the city of Lima. The design used is non-experimental, descriptive and correlational with a quantitative approach. The instruments applied were a rubric to evaluate the effective design of semantic maps and a questionnaire of multiple choice reading comprehension questions. The internal consistency analysis of the instruments was determined by Cronbach's Alpha  reliability  coefficient  with  values  of  0.938  and  0.915,  respectively,  which  constitutes  a  high level of reliability. The sample consisted of 55 students selected in a non-probabilistic way, since they came from classrooms made up of students with homogeneous characteristics in terms of age and academic performance. The results determined that at higher levels in the use of semantic maps, higher levels of reading comprehension are obtained. It is concluded, therefore, to promote the use of this graphic organizer in educational activities that require improving reading comprehension.