Análisis de la lectura y escritura académica en la carrera de Pedagogía de la Actividad Física y Deporte de la Universidad de Cuenca

Abstract

In the educational field, reading and writing is vital when assessing the efficiency of learning. The present project aims to determine the progress of academic reading and writing skills among students of the Pedagogy of Physical Activity and Sport career at the University of Cuenca, compared to their counterparts who completed their studies in 2016. Approximately 50 students participated in the study, who attended the seventh cycle of the Pedagogy of Physical Activity and Sport career, and who were developing the Curricular Integration Units I and II, in the period March-August 2025. The research is descriptive with a quantitative design to collect and analyze statistical data, structured surveys and standardized tests of reading comprehension and writing skills were used to collect the information. The surveys and standardized tests were applied in 4 weeks, to classify these data, comparative graphs were used to visualize the differences and similarities in reading and writing levels between the two cohorts studied. The results do not show significant advances in the development of academic literacy skills between 2016 and 2025, despite the adjustments in the curricular mesh. Challenges persist, such as the lack of reading habits, difficulties in writing and the need for greater teacher support.