The purpose of this study is to improve student performance by using cooperative learning to prepare a class of resistive electrical circuits. The participants were fourteen students between the ages of 18 and 20 who are pursuing a career in systems engineering. The students are registered in the second semester electrotechnical course and the topic belongs to the unit of elements of a resistive circuit. The procedure followed in this study was as follows: (1) The students formed groups according to their preference. (2) The topic to be prepared and presented was assigned. (3) The students prepared the class using cooperative learning with their respective assessments, and their doubts were clarified in a meeting with the teacher prior to class development. (4) The students presented the class, the order of exposition designation was made by the teacher. (5) The speakers at the end of the class evaluated their classmates and in turn their classmates and the teacher evaluated them. To accept or reject the null hypothesis the paired t test was used, which gave a value of t= 117.75 with 13 degrees of freedom and a value of significance less than 0.05. Therefore, the null hypothesis is rejected and the research hypothesis is accepted. The results show that students who are exposed to this teaching model significantly improve the learning acquired through the use of cooperative learning.
|Translated title of the contribution||Cooperative learning in class preparation and student achievement|
|Original language||Spanish (Ecuador)|
|Journal||Latin American Journal of Science Education|
|State||Published - May 2016|