Memes and its impact on strengthening students’ critical reading skills

Abstract

This article reports a study that aimed to determine the level of impact of a didactic strategy mediated by memes to strengthen critical reading skills in elementary school students. We worked with 38 sixth grade students belonging to a Colombian educational institution. The research was carried out under a mixed approach, where the quantitative approach allowed to establish the variation of the student’s performance through a pre and post-test. The qualitative approach was used to characterize the students’ reading habits, to identify the type of memes they use on social networks, and to know their perception of the didactic strategy. The results show that the didactic strategy mediated by memes strengthened the students’ critical reading skills since there was a high learning gain of 0.859.