Collaborative strategies: shared learning for the development of reading comprehension in primary school students

  • Leonel Alexander Menacho López Universidad Nacional Santiago Antunez de Mayolo (UNASAM), Huaraz, Perú

Abstract

Collaborative work has a positive influence on student learning when it is used as a strategy to maximize the participation and involvement of students in the contents and activities to be developed. Therefore, the objective of this research was to identify shared learning as a collaborative strategy to improve reading comprehension of Primary Education students. Quantitative study of pre-experimental design with two groups, whose population and sample consisted of 46 students in the fourth grade of Primary Education. The results show that 66.7% of the students prior to the intervention presented low scores, however, after the application with the collaborative strategies, 58.3% went on to obtain a regular score and 25% reached a high score on the literal level of reading comprehension. In conclusion, shared learning as a collaborative strategy positively influences the reading comprehension of Primary Education students.

Downloads

Download data is not yet available.

Downloads

Published

2021-09-10

How to Cite

Menacho López, L. A. (2021). Collaborative strategies: shared learning for the development of reading comprehension in primary school students. Praxis Educativa, 25(3), 1–16. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/6126

Issue

Vol. 25 No. 3 (2021): septiembre - diciembre

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).