Los mapas conceptuales y la comprensión lectora sobre medios y materiales educativos en aulas virtuales

The current inquiry aimed to determine the correlational relationship between concept maps and the comprehension of explanatory texts in students of the National University of Education “Enrique Guzmán y Valle” regarding educational media and materials. Methodologically, non-experimental and correlational designs were chosen within a quantitative approach, and instruments consisting of a concept map rubric and a test for reading comprehension were applied for data collection; the techniques were observations and surveys. The results showed, on average, in a sample of 109 seventh-cycle students selected through targeted sampling, reading comprehension at the textual level of 89.4%; at the inferential level, 76.6%; and at the critical-evaluative level, 82.8%. Furthermore, conclusively, the existence of positive correlations was determined between concept maps and the textual, inferential, and critical-evaluative levels of reading comprehension; all of this was analyzed with a significance of p-value (0.000). Finally, we can affirm that there are positive, direct, and significant correlations between concept maps and reading comprehension at its levels, yielding favorable results in virtual environments. Various study sources assert similar results in a concept map in the various contexts of the higher education.