Critical media reading and argumentation in upper secondary classrooms
DOI:
https://doi.org/10.64747/h7fgns81Keywords:
critical media literacy, critical reading, classroom argumentation, upper secondary educationAbstract
This study assessed the effect of an integrated instructional intervention combining critical media reading and argumentation sequences on critical reading and argumentative quality among 10th–12th‑grade students in Guayaquil, Ecuador. We employed a quasi‑experimental design with non‑equivalent groups (N=472), pretest–posttest measures, and qualitative components (teacher interviews and student focus groups). The 8‑week intervention (two 45‑minute sessions per week) included guided analysis of local media pieces (news story, data note, short‑form video), role‑based micro‑debates, and written production (op‑ed and brief) with peer review. Difference‑in‑differences estimates indicated a +4.8‑point treatment effect (95% CI [3.6, 6.0]) on critical reading, equivalent to d≈0.44. Ordinal regression showed an OR=2.11 of achieving rubric levels ≥3/4 in argumentative quality for the treatment group, controlling for covariates. Sustained attention (short d2) correlated positively with outcomes, while fragmented digital consumption correlated negatively. Thematic analysis revealed perceived gains in using evidence, refutation, and context‑relevant tasks. We conclude that integrating critical media literacy with structured argumentative practice yields measurable improvements in upper‑secondary communication competencies and is feasible to scale across comparable schools in Guayas.
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