Kahoot as a didactic tool for English language reading skills in High School students

Elizabeth V.-C.D.; Michael E.-V.S.; Fernanda V.-V.D.; Constanza V.-R.N.; Laura-De La Cruz K.M.; Alessandro L.-R.E.; Maribel V.-C.G. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The aim of this research is to assess the impact of the iterative tool Kahoot on the development of English reading skills among secondary school students at a pub-lic school in the Moquegua region of Peru. A pre-experimental design was used to conduct the basic research, which included a 26-item exam to test English read-ing skills in line with the Peruvian National Curriculum at the secondary level. The tools underwent validation by three professionals and achieved reliability (0.91) with the Kuder Richardson 2.0 method. The population analyzed com-prised 146 students, while 24 students were part of the sample obtained through non-probability sampling. The findings revealed that in the initial exam, the ma-jority of pupils had a basic level (87.50%), while over half (50%) achieved the expected level in the final test. Ultimately, the overall hypothesis of the investiga-tion was confirmed with a p-value result of 0.00001. The study sample reveals that employing Kahoot significantly enhances the students’ English reading skills.

Instituciones: Universidad Privada de Tacna; Universidad Católica Sedes Sapientiae; Universidad Nacional Jorge Basadre Grohmann; Escuela de Posgrado Newman