Teaching Strategies for Punctuation Marks in 6th Grade EGB, Alejandro Mera Educational Unit
DOI:
https://doi.org/10.56200/mentor.v5i15.13438Keywords:
Teaching strategies, punctuation marks, written language, analog gamification, communicative-functional approachAbstract
The use of punctuation marks presents difficulties when knowledge of the rules is not adequately transferred to written production. The objective was to design contextualized teaching strategies to strengthen the use of punctuation marks among sixth-grade Basic General Education students at the Alejandro R. Mera Educational Unit. A mixed-methods, descriptive, and non-experimental study was conducted with 60 students and three teachers. Data were collected through a questionnaire, a structured interview, and a semi-structured interview, and were analyzed using descriptive statistics and thematic categorization. The results showed 100.00% recognition of question marks and 88.33% recognition of commas; however, a 93.33% omission rate was recorded for the semicolon and the opening question mark, together with 68.33% incorrect use of the comma. Teaching practices focused on dictation and copying were also identified, along with technological limitations. It was concluded that the diagnosis supported the design of strategies based on error analysis, text reconstruction, cooperative work, and peer review, although their effectiveness was not evaluated in this study.
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Copyright (c) 2026 Alexander Enesto Pruna Tobar, Karen Daniela Reina Bravo, Diana Cristina Aguilar Jumbo , Nancy Fabiola Julio Flores, Mariela Guadalupe Taticuan Almeida , Angélica Ruth Chisaguano Chisaguano
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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