Impact of a mobile application to improve the reading and writing skills of immigrant students in Primary Education
This work addresses the impact of a mobile application designed to improve the literacy skills of migrant students in Primary Education in Spain. Since the 1990s, Spain has experienced a significant increase in migrants, leading to an educational environment characterized by cultural and linguistic...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universidad de Málaga
2025-06-01
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| Series: | Innoeduca |
| Subjects: | |
| Online Access: | https://revistas.uma.es/index.php/innoeduca/article/view/20372 |
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| Summary: | This work addresses the impact of a mobile application designed to improve the literacy skills of migrant students in Primary Education in Spain. Since the 1990s, Spain has experienced a significant increase in migrants, leading to an educational environment characterized by cultural and linguistic diversity. Literacy, defined not only as the ability to read and write but also as a crucial skill for social and professional integration, becomes a key focus of study (Toledo-Vega et al., 2022). The research adopted a quasi-experimental design with control and experimental groups, selecting 44 students aged 6 to 7 years through convenience sampling, who were randomly assigned to the groups. The Diagnostic Scale for Assessing Literacy Competence (EDECL) from the Junta de Andalucía was used as the data collection instrument. Participants were evaluated using pre-tests and post-tests to measure the impact of the intervention. The results of the statistical analysis showed that the experimental group, which used the mobile application AppRende, demonstrated significant improvements in their literacy competence, increasing their average from 6.33 to 8.75, with a p-value < .001. In contrast, the control group, which used printed materials, showed no significant improvements. These findings indicate that the use of technological tools may be more effective than traditional methods in teaching literacy to migrant students, suggesting the need to incorporate mobile technologies in diverse educational contexts to support their integration and academic success.
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| ISSN: | 2444-2925 |