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Artículos de Investigación

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

Efecto de la estrategia didáctica CREAR en la planificación de la escritura expositiva de universitarios

Effect of the CREAR didactic strategy on the planning of expository writing by university students
Publicado
2026-08-27
Contexto: La planificación constituye una fase esencial del proceso de escritura académica, pero representa una de las principales dificultades en estudiantes universitarios, afectando la organización, coherencia y calidad de los textos producidos. Objetivo: Determinar el efecto de la estrategia didáctica CREAR en el desarrollo de la planificación de la escritura expositiva en estudiantes de primer ciclo de una universidad privada de Lima durante 2025. Metodología: Se desarrolló una investigación con enfoque cuantitativo y diseño cuasiexperimental longitudinal. La muestra estuvo conformada por 239 estudiantes del curso Comunicación Escrita I, distribuidos en grupo control (n = 120) y experimental (n = 119), seleccionados mediante muestreo no probabilístico por conveniencia. Se aplicó una rúbrica de 10 indicadores validada por juicio de expertos y con confiabilidad Alfa de Cronbach de 0,81. El análisis comparativo se realizó mediante pruebas estadísticas no paramétricas. Resultados: El grupo experimental evidenció una mejora significativa en la planificación de la escritura, incrementando su media de 6,94 a 10,18 puntos (Z = -6,31; p < 0,001) y aumentando el porcentaje de estudiantes con nivel logrado de 21,01 % a 33,61 %. En contraste, el grupo control presentó una mejora no significativa (Z = -1,61; p = 0,107). La comparación entre grupos en el postest mostró diferencias estadísticamente significativas (Z = -9,53; p < 0,001). Conclusiones: La estrategia didáctica CREAR favorece significativamente el desarrollo de la planificación de la escritura expositiva en estudiantes universitarios. La enseñanza explícita, sistemática y guiada de estrategias de planificación constituye una alternativa eficaz para fortalecer la competencia escritora académica.
Context: While planning is a fundamental stage of the academic writing process, it remains one of the primary challenges for university students, directly impacting the organization, coherence, and overall quality of written production. Objective: To determine the effect of the "CREAR" instructional strategy on the development of expository writing planning among first-semester students at a private university in Lima during 2025. Methodology: A quantitative study was conducted using a longitudinal quasi-experimental design. The sample consisted of 239 students enrolled in a Written Communication I course, divided into a control group (n = 120) and an experimental group (n = 119), selected through non-probabilistic convenience sampling. Data were collected using a 10-indicator rubric, validated by expert judgment, with a Cronbach’s alpha reliability of 0.81. Comparative analysis was performed using non-parametric statistical tests. Results: The experimental group showed significant improvement in writing planning, with mean scores increasing from 6.94 to 10.18 (Z = -6.31; p < .001) and the percentage of students reaching the "achieved" level rising from 21.01% to 33.61%. In contrast, the control group showed no significant improvement (Z = -1.61; p = .107). Post-test inter-group comparisons revealed statistically significant differences (Z = -9.53; p < .001). Conclusions: The CREAR instructional strategy significantly enhances expository writing planning in university students. The results suggest that explicit, systematic, and guided instruction of planning strategies constitutes an effective alternative for strengthening academic writing competence in higher education.
Número:
Vol. 6 Núm. 12 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

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