Diagnosis of literary competence in students of Nucleus 918, Aranjuez, Medellín

Abstract

This article presents descriptive research whose objective was to diagnose the development of literary competence in high school students. A univariate, cross-sectional field design was used. The study was carried out in eight official institutions of nucleus 918 of Comuna 4 of Medellín. The population was 719 students. The sample was stratified probabilistic, made up of 208 students. A Literary Competence Questionnaire was applied, with a validity of 0.85, and a reliability of 0.89. The result showed that no student achieved superior performance. 69.23% was located in the regular category, only 17.79% was located in sufficient and 0.48% was insufficient. What they dominate the most is the identification of elements of the narrative; the greatest weakness is in analyzing intertextual relationships and formulating interpretation hypotheses based on these. It was concluded that students have serious weaknesses in the development of literary competence, and this may affect their continuity in subsequent educational levels, and limit their comprehensive and critical capacity. In the introduction, the problem, the question, and the objectives are presented, and theoretical elements are provided as the basis of the investigation. The materials and methods section includes context data, methodological criteria, and procedures performed. In the results, the findings are incorporated, and in the discussion, the findings are linked to previous investigations, and the consequences of the results are deduced. Finally, the conclusions answer the objectives and the research question.