Contenido principal del artículo

Celia Moreno-Morilla
<p>Universidad de Huelva&nbsp;</p>
España
Biografía
Fernando Guzmán-Simón
<p>Universidad de Sevilla</p>
España
Biografía
Eduardo García-Jiménez
<p>Universidad de Sevilla</p>
España
Biografía
Vol. 26 Núm. 2 (2020): MONOGRÁFICO EDICIÓN CIENTÍFICA: 25 AÑOS DE RELIEVE, Artículos
Recibido: dic 14, 2020 Publicado: dic 8, 2020
Derechos de autor

Resumen

Los métodos mixtos presentan una alternativa sobre la investigación de la alfabetización como un fenómeno complejo. Este artículo analiza la integración de enfoques cuantitativos y cualitativos para hacer inferencias causales entre la alfabetización como práctica social y los diferentes espacios de interacción. Este estudio se realizó siguiendo un diseño secuencial de métodos mixtos. La muestra estuvo compuesta por 1.540 niños, 1.438 familias y 74 maestros. El proceso de recogida de información combinó cuestionarios y procedimientos etnográficos. Los datos se analizaron mediante la realización de análisis correlacionales, modelo de ecuaciones estructurales para grupos múltiples y análisis cualitativos comparativos. La integración aplicada en este estudio permitió identificar e interpretar las inferencias causales que existen entre las prácticas de alfabetización de estudiantes, familias y docentes que tienen lugar dentro y fuera de la escuela. Este estudio destaca la necesidad de considerar en profundidad los procesos de integración y difracción de datos cuantitativos y cualitativos en la investigación sobre alfabetización.

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Detalles del artículo

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