Teaching guide to promote literary criticism in the study of narrative texts for Technical High School

Guía didáctica para fomentar crítica literaria en el estudio de textos narrativos del Bachillerato Técnico

Abstract

This study evaluates the effectiveness of teaching guides in promoting literary criticism in the study of narrative texts in Technical High School, aiming to improve the learning experience and academic performance. A quantitative research approach with a descriptive level was employed, using documentary and field research. A survey with closed questions was applied to a non-probabilistic sample of 21 students, using a five-dimension Likert scale. Results were presented through frequency distribution tables and analyzed descriptively. The deductive-inductive method was used for information management. Findings indicate that most students perceive teaching guides with updated pedagogical approaches are used quite frequently, suggesting general satisfaction in this aspect. However, the need to improve the adaptation of guide content to students' diverse comprehension needs was identified. It is concluded that while teaching guides are effective, it is important for teachers to continue updating their knowledge and methodologies to offer an optimal and meaningful learning experience. The study highlights the importance of continuous improvement in educational resources and teaching strategies to enhance students' ability to critically analyze narrative texts in Technical High School.