Interactive-systemic model for the strengthening of written competence in secondary education students, Managua, Nicaragua

Abstract

Written competence in high school students has been a topic of study, due to its importance in meeting academic demands. Students must write various types of texts as part of their training, in accordance with the curriculum of the fifth cycle of secondary school established by the Ministry of Education. This study is relevant, since secondary school teachers must continuously update themselves in strategies and techniques for teaching written expression. The purpose of this research is to determine the main deficiencies that tenth grade students have based on the mastery of the phases of the writing process (planning, textualization and review). For this, a qualitative approach was adopted, under the interpretative paradigm and it is a descriptive research design. Synthetic, deductive, and inductive methods of analysis were used. The sample, selected in a non-probabilistic way, was made up of 125 students from the three groups of tenth grade of secondary school of the Villa Libertad School and 14 students from a Hermano Tom Patterson Private School of the D-VII of Managua. A diagnostic test was applied, and it was possible to verify that students in the tenth grade of secondary education do not manage written expression, presenting difficulties in planning texts, the organization of ideas, coherence, and conciseness, they do not have fluency and clarity in their writing. The performance of the diagnostic test reflected that the state of written competence in students must be improved. Likewise, a didactic sequence was applied, a questionnaire to students, interviews with teachers who work in the different subsystems and educational entities, both public and private. As a result of the study, it is concluded that it is necessary to propose didactic models of action such as the Systemic Interactive Model to obtain significant learning in written expression.