| Sumario: |
This research was conducted from mid-2019 to March 2021; with the objective of
evaluating the level of written competence in the teacher training of students of the
Bachelor of Primary Education, in the Faculty of Education Sciences, of the Autonomous
University of Chiriquí.
The methodological approach is of a quantitative type; three instruments were
applied in this study: a Likert-type survey, that was applied to 145 students of all levels of
Bachelor's Degree in Primary Education; Furthermore, the focus group technique was used
to obtain qualitative information from specialists in the areas of Spanish, psychology and
education; who agree with the lack of knowledge of the writing competence that first year
students show and that this disadvantage in writing persists and is exposed when they have
to write texts; especially, the degree thesis.
Moreover, a third instrument was applied to a sample of 17 Bachelor’s degree
students in Primary Education from evening and night groups.
This study consisted in the writing of one-page expository text which was evaluated by a
rubric including four parameters that were taken into consideration as coherence,
cohesion, adequacy and morphosyntactic, orthographic and lexical-semantic written
correction that fourth-year students of this degree possess. The range of points obtained in
the application test was between 33 to 96 points, which represented the lowest and highest
score obtained by the study subjects. Considering all the students' grades, an average of
59.1 points was obtained, which indicated that most of the students do not have a
satisfactory level in their writing competence.
The SPSS (Statiscal Package for Social Sciences) and Excell programs were used
for data processing.
Finally, this study showed the necessity to apply actions to help future bachelors
in Primary Education from the Faculty of Education Sciences of the UNACHI to develop
their writing competence; therefore, it was designed a proposal for a diploma course with
the purpose of contributing to the solution of this problem,since writing is a tool for human
thinking and communication, closely linked to the pedagogical field.
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