Influencia del aprendizaje cooperativo en el rendimiento académico de matemáticas en los estudiantes de Educación General Básica (EGB)

Abstract

Abstract: In a scenario where conventional methods fail to effectively involve students, cooperative learning emerges as an option that promotes cooperation, communication and critical reasoning. The purpose of this study is to examine the way in which cooperative learning impacts on the academic performance of ninth grade A students at the Isaac Acosta Educational Unit, Tulcán, Ecuador. A quasi-experimental design of a quantitative nature was employed, using a pretest and posttest questionnaire to evaluate mathematical performance before and after the implementation of the active cooperative learning methodology. In the present research the main results show that students improved their grades when applying the questionnaire compared to the pre-test and post-test, that is to say that by applying this active methodology they improved their academic performance, also an increase in the overall average of the course was observed, therefore we can conclude that students mastered their skills in specific mathematics assessments, which is reflected in their academic performance. In the satisfaction survey it can be affirmed that the students have participated in an equitable manner, with shared responsibilities and group interaction.