Influence of the KIMIGO program on the development of argumentative writing in secondary school students
DOI:
https://doi.org/10.5281/zenodo.18064865Keywords:
basic education, written expression, educational technology.Abstract
This study aims to analyze the effect of the KIMIGO program on the development of argumentative writing skills in fourth-year secondary school students at a public educational institution. Using a quantitative approach and a quasi-experimental, applied-level design, the study seeks to determine the extent to which the program's implementation improves argumentative writing, considering the dimensions of text structure, textual properties, and linguistic register. The premise is that the pedagogical integration of digital tools geared toward debate, the organization of ideas, and collaborative writing strengthens complex communicative competencies. The sample consisted of 60 students, assigned to an experimental group and a control group, who were assessed using a pre-test and post-test rubric. Data analysis included descriptive and inferential statistics, using the Mann-Whitney U test to test the general hypothesis. The results show statistically significant differences favoring the experimental group, with a substantial improvement in argumentative writing after the intervention. The dimensional analysis reveals consistent progress in textual organization, discourse coherence, and appropriate use of linguistic register. In conclusion, the KIMIGO program is consolidated as an effective pedagogical strategy for strengthening argumentative writing at the secondary level.
Downloads
References
Chura, G., & Villacorta, N. (2022). Impacto del blog en la producción de textos argumentativos en estudiantes de educación secundaria. (2022). Horizonte de la Ciencia, 12(22), 93-108. https://doi.org/10.26490/uncp.horizonteciencia.2022.22.1071
Collebecchi, M., Santoni, R., & Swarinsky, M. (2019). Lectura y escritura con tecnologías digitales: Prácticas de estudiantes en la escuela secundaria. Educación, Lenguaje y Sociedad, 17(17), 1–15. https://doi.org/10.19137/els-2019-171706
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
García, L. (2019). Necesidad de una educación digital en un mundo digital. RIED - Revista Iberoamericana de Educación a Distancia, 22(2), 9–22. https://doi.org/10.5944/ried.22.2.23911
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2018). Metodología de la investigación (6ta ed.). McGraw-Hill Education.
Hillocks, G., Jr. (2010). Teaching argument writing, grades 6–12: Supporting claims with relevant evidence and clear reasoning. Heinemann.
Mateo-Girona, M. T., Agudelo-Ortega, J. A., & Caro-Lopera, M. A. (2021). El uso de herramientas TIC para la enseñanza de la escritura argumentativa. Revista Electrónica en Educación y Pedagogía, 5(8), 80-98. https://doi.org/10.15658/rev.electron.educ.pedagog21.04050806
Ministerio de Educación. (2015) ¿Qué logran nuestros estudiantes en escritura? Resultados de la ECE 2015. https://es.scribd.com/document/358660188/Informe-Para-El-Docente-Sec-Escritura-ECE-2015
Ministerio de Educación. (2018) ¿Qué logran nuestros estudiantes en escritura? Resultados de la ECE 2018. http://umc.minedu.gob.pe/wp-content/uploads/2019/07/Docente-_2Sec.-Escritura.pdf
Núñez, J. (2018). Producción de textos académicos (3ra ed.). Letrasjoven Editores.
Nussbaum, E. M., Kardash, C. M., & Graham, S. (2005). The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing. Journal of Educational Psychology, 97(2), 157–169. https://doi.org/10.1037/0022-0663.97.2.157
Ñaupas, H., Valdivia, M., Palacios, J., & Romero, H. (2018). Metodología de la investigación cuantitativa-cualitativa y redacción de tesis (5ta ed.). Ediciones de la U.
Parodi, G. (2000). La evaluación de la producción de textos escritos argumentativos: Una alternativa cognitiva/discursiva. Revista Signos, 33(47), 151–166. https://doi.org/10.4067/s0718-09342000000100012
Paul, R., & Elder, L. (2001). Miniature guide to critical thinking: Concepts and tools. Foundation for Critical Thinking.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Sánchez, M. (2021). Las tecnologías de la información y su relación con la escritura. Eduweb, 15(3), 62–68. https://doi.org/10.46502/issn.1856-7576/2021.15.03.5
Santiago-Trujillo, Y. D., & Garvich-Ormeño, R. M. (2024). Competencias digitales e integración de las TIC en el proceso de enseñanza-aprendizaje. Revista Docentes 2.0, 17(1), 50-65. https://www.researchgate.net/publication/380997375_Competencias_Digitales_e_Integracion_de_las_TIC_en_el_Proceso_de_Ensenanza-Aprendizaje
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. https://www.itdl.org/Journal/Jan_05/article01.htm
Sunkel, D., & Trucco, D. (2024). Las tecnologías digitales frente a los desafíos de una educación inclusiva en América Latina: Algunos casos de buenas prácticas. CEPAL.
Toulmin, S. E. (1958). The uses of argument. Cambridge University Press.
Trigos, L. (2012). ¿Ensayamos? Manual de redacción de ensayos. Universidad del Rosario.
Van Dijk, T. A. (1992). La ciencia del texto (3ra ed.). Paidós.
Vielma, J. (2021). Enseñanza de la escritura argumentativa y formación del pensamiento crítico en la universidad. Educere, 25(80), 29–36. https://www.redalyc.org/journal/356/35666280003/
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
