Utilización del trabajo colaborativo como estrategia de aprendizaje en matrices y su influencia en el rendimiento académico en estudiantes de bachillerato

Abstract

Abstract: The research aims to analyze the implementation of Collaborative Learning in the teaching-learning process of matrices and its influence on academic performance in students of the third year of high school. A didactic sequence was designed to plan the class activities, using the ELI method (Free Improvisation Teaching) with application of the Collaborative Learning strategy; in the methodology was used the model of the positivist paradigm, quantitative type and quasi experimental design, the U. test of Mann Whitney was considered for the statistical analysis through the SPSS program for the control group and experimental group where the following result of p value 0.00 < 0.05 was obtained, determining that Collaborative Learning significantly influences the learning of matrices. In addition, the satisfaction survey was applied to the experimental group where 73% of respondents state that Collaborative Learning should be implemented continuously. Finally, it is concluded that collaborative learning significantly influences the academic performance of students, improving communication, problem solving, and active participation of students.