Reading associated with the development of critical thinking in students of Higher Basic Education
DOI:
https://doi.org/10.5281/zenodo.18415754Keywords:
Reading comprehension, basic education, reading, motivation, critical thinkingAbstract
The objective of this article was to analyze the association between reading and the development of critical thinking in higher basic education students. The methodology was quantitative, descriptive, and cross-sectional. It was conducted with 109 participants from eighth to tenth graders from scattered educational units who attended a municipal library in Santa Elena. Two 15-item Likert-type questionnaires per variable were administered. The data obtained reached a score of 0.922 regarding overall reliability and abnormal distributions in both variables. Some percentages were obtained at fair and high levels in relation to habit, motivation, and comprehension, while overall reading was at a fair level. Regarding critical thinking, there was a greater regular predominance with low weights for reflection and analysis; on the link between reading and critical thinking, ρ = 0.514 (p < .001) was obtained, and the reading-motivation relationship reached ρ = 0.751. The crossing of levels indicated that in high reading, 70.0% presented high critical thinking; in regular reading, the majority were located in regular critical thinking. From these results, it was concluded that reading performance, understood as practice with habit, comprehension and sustained interest, was positively related to critical thinking at this educational level.
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