Aprendizaje cooperativo, autoimagen y percepción del ambiente de aprendizaje en educación secundaria

INTRODUCTION. This study focuses on the effects of cooperative learning (CL) on a number of variables that directly affect students' academic performance. Specifically, the effects on the selfimage of male and female students are analyzed, along with their perception of the school where they st...

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Bibliographic Details
Published inBordón Vol. 72; no. 4; p. 117
Main Authors Santos Rego, Miguel Ángel, Lorenzo Moledo, Mar, Godás Otero, Agustín, Sotelino Losada, Alexandre
Format Journal Article
LanguageSpanish
Published Madrid Fundação Getulio Vargas 01.01.2020
Subjects
Academic achievement
Autonomy
Classrooms
Cooperative learning
Creativity
Cultural differences
Learning environment
Multiculturalism & pluralism
Quasi-experimental methods
School environment
Secondary education
Self image
Selfimage
Students
Teachers
Teaching
Variables
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Summary:INTRODUCTION. This study focuses on the effects of cooperative learning (CL) on a number of variables that directly affect students' academic performance. Specifically, the effects on the selfimage of male and female students are analyzed, along with their perception of the school where they study. METHOD. To this end, a quasi-experimental study of non-equivalent control group design was conducted, with pre- and post-test measures, involving four Secondary Education schools characterized by their ethnic and cultural diversity. RESULTS. Different intra- and intergroup statistical analyses were carried out, pointing to a general improvement in student performance, but this is not significant. This improvement is explained by the positive effect of cooperative learning on students' self-image, their perception of the learning environment in the classroom and the feeling of safety and care provided by the school. DISCUSSION. The introduction of cooperative learning as a classroom strategy will help teachers to develop their creativity and autonomy, adjusting the elements of the techniques to the reality of their group. Therefore, these constructivist learning techniques will result not only in benefits for students, but also for teachers, establishing different communicative and symbolic channels for the improvement of teaching processes.
ISSN:0210-5934
2340-6577
DOI:10.13042/Bordon.2020.77726