Construction and validation of instruments to evaluate literary reader training in secondary school students

Abstract

This article addresses the process of construction and validation of quantitative research instruments: the survey questionnaire, the literary comprehension practice and the comprehension rubric to measure the literary reader training in secondary education students. Said instruments were applied in students of the second grade of secondary education of private educational institutions of the district of Huánuco to evaluate the reading behavior, the literary canon and the performance of literary comprehension, elements that make up the literary reader profile. This process of construction and validation of instruments was carried out through a methodological-scientific sequence that has involved actions, such as the review of theoretical frameworks, the elaboration of a matrix of operationalization of variables, the construction of a matrix of instruments, the content validation threads by expert judgment and, finally, reliability analysis through a pilot test and the application of Cronbach’s alpha statistic. The results obtained by applying Cronbach’s Alpha Reliability Coefficient, project a calculated data of α = 0.89, for the Survey Questionnaire and, α = 0.80, for the Literary Comprehension Rubric, in both cases, they turn out to be higher than, α = 0.65 which confirms its consistency and reliability. It should be noted that the Literary Comprehension Practice was only an information gathering instrument, so it did not require passing this last test.