Didactic sequence to strengthen argumentative writing in secondary school students
DOI:
https://doi.org/10.71112/w94zbh11Keywords:
didactic sequence, argumentative writing, argumentative texts, communicative competence, meaningful learningAbstract
The aim of this study was to determine the influence of the Our Opinion Matters didactic sequence on the argumentative writing skills of fifth-year secondary school students from a public educational institution in Ayacucho, Peru. The research adopted a quantitative approach, with an applied and explanatory level, using a quasi-experimental design with pre-test and post-test measures. The sample consisted of an experimental group and a control group, each comprising 26 students. Data were collected through an observation checklist designed to assess the quality of argumentative texts produced by the participants. Statistical analysis was conducted using the Mann–Whitney U test and the Wilcoxon signed-rank test. The findings revealed no significant differences between the groups before the intervention (p = 0.392). However, after the implementation of the didactic sequence, the experimental group showed statistically significant improvements (p = 0.000). It is concluded that the didactic sequence effectively strengthens argumentative writing, promoting the development of communicative competence and meaningful learning among secondary school students.
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