Aprendizaje cooperativo como alternativa didáctica para mejorar el rendimiento académico en Matemáticas en Décimo año de la U.E. Luis Cordero

Abstract

The present study analyzes how cooperative learning contributes to improve academic performance in the subject of Mathematics in 10th grade students of the Luis Cordero Educational Unit. A didactic alternative design proposed by Nariño (2014) was used, which consists of four stages; diagnosis, planning, execution and evaluation. In addition, a methodological design based on a socio-critical paradigm was chosen. It also employs as a type of quasi-experimental research with a longitudinal research level. On the other hand, qualitative and quantitative techniques are integrated to evaluate the Cooperative Learning and academic performance variables. The diagnostic results indicate low academic performance, a deficit of interaction among students and a preference for working cooperatively rather than individually. However, after the implementation of the intervention proposal, 60.6% of the experimental group obtained a greater acquisition of conceptual and procedural mathematical knowledge, in addition, a greater interaction among students was evidenced. In summary, the implementation of cooperative learning as a didactic alternative improved academic performance in the subject of Mathematics, since a greater acquisition of knowledge and a significant increase in academic performance was evidenced in the experimental group, going from an average of 3.6 to 6.8, which indicates that more than half of the students have achieved the required learning.