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Artículos de Investigación

Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez

Efecto de la estrategia didáctica CLARO en la revisión colaborativa de textos expositivos en estudiantes universitarios

Curriculum internationalization as a way to raise the quality of education: perceptions of Peruvian university stakeholders
Publicado
2026-08-28
Contexto: La escritura académica universitaria requiere competencias avanzadas de revisión textual que permitan identificar errores, mejorar la organización discursiva y fortalecer la calidad de los textos producidos. Sin embargo, estas habilidades suelen encontrarse poco desarrolladas en estudiantes durante los primeros ciclos de formación superior. Objetivo: Determinar el efecto de la estrategia didáctica CLARO en la revisión colaborativa de textos expositivos en estudiantes universitarios de primer ciclo de una universidad privada de Lima, Perú. Metodología: Se desarrolló una investigación con enfoque cuantitativo y diseño cuasiexperimental con mediciones de pretest y postest. La muestra estuvo conformada por 239 estudiantes distribuidos en grupo control (n = 120) y grupo experimental (n = 119). Se empleó una rúbrica de 15 ítems para evaluar la revisión colaborativa de textos expositivos. El análisis comparativo se realizó mediante pruebas estadísticas no paramétricas. Resultados: El grupo experimental presentó mejoras significativas tras la aplicación de la estrategia CLARO. El porcentaje de estudiantes que alcanzó el nivel logrado aumentó de 5,90 % a 39,50 %, mientras que la puntuación media se incrementó de 10,98 a 21,61 puntos (Z = -6,887; p < 0,001). Asimismo, se identificaron diferencias estadísticamente significativas entre el grupo experimental y control en el postest (Z = -11,900; p < 0,001). La reducción de la desviación estándar de 5,75 a 4,23 evidenció mayor homogeneidad en el desempeño. Conclusiones: La estrategia didáctica CLARO mejora significativamente la revisión colaborativa de textos expositivos en estudiantes universitarios. Su aplicación favorece procesos sistemáticos de análisis, retroalimentación y mejora textual, fortaleciendo las competencias de escritura académica en la educación superior.

Palabras Clave: Aprendizaje colaborativo; Estrategia CLARO; Educación superior; Escritura expositiva; Estrategia didáctica; Revisión colaborativa

ABSTRACT

Context: Academic writing in higher education necessitates advanced textual revision skills to identify errors, improve discursive organization, and enhance the overall quality of written output. However, these skills are often underdeveloped in students during the early stages of university training. Objective: This study aimed to determine the effect of the CLARO didactic strategy on the collaborative revision of expository texts among first-year students at a private university in Lima, Peru. Methodology: A quantitative research approach was employed, using a quasi-experimental design with pretest and posttest measurements. The sample consisted of 239 students, divided into a control group (n = 120) and an experimental group (n = 119). A 15-item rubric was utilized to assess the collaborative revision of expository texts. Comparative analysis was conducted through non-parametric statistical tests. Results: The experimental group showed significant improvements following the implementation of the CLARO strategy. The percentage of students reaching the "achieved" level rose from 5.90% to 39.50%, while the mean score increased from 10.98 to 21.61 points (Z = -6.887; p < 0.001). Furthermore, statistically significant differences were identified between the experimental and control groups in the posttest (Z = -11.900; p < 0.001). The reduction in standard deviation from 5.75 to 4.23 indicated greater homogeneity in student performance. Conclusions: The CLARO didactic strategy significantly improves the collaborative revision of expository texts in university students. Its application promotes systematic processes of analysis, feedback, and textual refinement, thereby strengthening academic writing competencies in higher education.

Keywords: Collaborative learning; CLARO strategy; Higher education; Expository writing; Teaching strategy; Collaborative revision

date-rec: 2026-06-01

date-rev: 2026-06-22

date-acc: 2026-07-15
Context: Academic writing in higher education necessitates advanced textual revision skills to identify errors, improve discursive organization, and enhance the overall quality of written output. However, these skills are often underdeveloped in students during the early stages of university training. Objective: This study aimed to determine the effect of the CLARO didactic strategy on the collaborative revision of expository texts among first-year students at a private university in Lima, Peru. Methodology: A quantitative research approach was employed, using a quasi-experimental design with pretest and posttest measurements. The sample consisted of 239 students, divided into a control group (n = 120) and an experimental group (n = 119). A 15-item rubric was utilized to assess the collaborative revision of expository texts. Comparative analysis was conducted through non-parametric statistical tests. Results: The experimental group showed significant improvements following the implementation of the CLARO strategy. The percentage of students reaching the "achieved" level rose from 5.90% to 39.50%, while the mean score increased from 10.98 to 21.61 points (Z = -6.887; p < 0.001). Furthermore, statistically significant differences were identified between the experimental and control groups in the posttest (Z = -11.900; p < 0.001). The reduction in standard deviation from 5.75 to 4.23 indicated greater homogeneity in student performance. Conclusions: The CLARO didactic strategy significantly improves the collaborative revision of expository texts in university students. Its application promotes systematic processes of analysis, feedback, and textual refinement, thereby strengthening academic writing competencies in higher education.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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