Impacto del aprendizaje cooperativo en el rendimiento académico de los estudiantes de especialidades socioeconómicas
DOI:
https://doi.org/10.22633/rpge.v26iesp.2.16552Palabras clave:
Aprendizaje cooperativo, Tecnologías CL, Aprendizaje de estudiantes, Educación superior, Rendimiento académicoResumen
El presente estudio tiene como propósito implementar la tecnología de CL en el proceso de aprendizaje de los estudiantes de las especialidades socio-humanitarias y económicas y probar su efectividad en la formación profesional de los estudiantes a partir de los resultados de las pruebas académicas intermedias y las calificaciones finales del curso. Se realiza un estudio experimental centrado en el análisis comparativo de los resultados de aprendizaje en estudiantes de diferentes especialidades. Los resultados de aprendizaje se evalúan según dos criterios: las puntuaciones de los estudiantes en las pruebas académicas intermedias y sus calificaciones finales. A diferencia de otras tecnologías, CL demuestra componentes positivos: altos resultados en el dominio de conocimientos y obtención de habilidades y destrezas; los participantes aprenden a cooperar; aumenta la motivación de aprendizaje, se desarrollan las relaciones personales entre los estudiantes; el nivel de las actividades educativas mejora. El uso de la tecnología CL es un medio eficaz de formación profesional de los estudiantes en especialidades socio-humanitarias y económicas, ya que mejora significativamente el rendimiento en las pruebas intermedias y las calificaciones finales del curso.
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