Active methodologies to improve spelling skills in higher education students

Estela Silva M.C.; Rojas de La Puente E.E.; Cachay Vela W.B.; Pérez Díaz T.Y. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i3.46094

Resumen

Spelling establishes the rules governing the proper use of the code; therefore, this research contributes to the sustainable development goal of quality education. Results from different contexts show that students have limited spelling competence. This article determines the level of spelling proficiency through the implementation of active learning methodologies in higher education students. A quantitative approach and a pre-experimental research design were chosen. The population consisted of 90 students, from which a sample of 30 was selected. A written test was used to assess the students' level of spelling comprehension. The results of the connected-samples hypothesis test, conducted using the Wilcoxon signed-rank test, showed significant differences between the pre-test and final assessments of the experimental group. This was demonstrated by a significant p-value of 0.00 (p < 0.05) in all the dimensions investigated. It is concluded that the active methodologies program generated a positive effect on the improvement of the spelling of higher-level students in the hypothesis test, both in the general result and in the accentual, graphic and punctuation dimensions. Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas