Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

Cooperative learning and learning of the subject of language and

literature in third year unified general baccalaureate students

Aprendizaje cooperativo y aprendizaje de la asignatura de lenguaje y literatura en

estudiantes tercer año bachillerato general unificado

Aprendizagem cooperativa e aprendizagem da disciplina de língua e literatura em

estudantes do terceiro ano do bacharelato geral unificadoThe basic training

Esperanza Murillo García

Master in Education, Universidad Estatal de Guayaquil, Guayaquil, Ecuador,

https://orcid.org/0000-0001-8945-8998

Abelardo Rodolfo Campana Concha

D. in Education, Universidad Nacional Mayor de San Marcos, Lima - Peru,

https://orcid.org/0000-0002-1098-9508.

Received March 2021 - Accepted July 2021

Revista Iberoamericana de la Educación

Vol - 5 No. 1, January - March 2022

e-ISSN: 2737-632x

Pgs 1-12

Abstract:

To know the influence of cooperative learning and learning the subject of

language and literature, corresponds to the pre-experimental study, pre- and

post-test instruments were applied, the sample consisted of 27 students, the

data were processed by the SPSS statistic, pretest resulted with average 5.44

points, the average difference of the post-test with 8.33 points, showing an

increase of 2.89 points, likewise occurs with the specific hypotheses,

cooperative learning improved the learning of language and literature,

showing improvements as a result of the strategy used.

Keywords: cooperative learning, language, literature.

Resumen: Conocer la influencia del aprendizaje cooperativo y aprendizaje

de la asignatura de lenguaje y literatura, corresponde al estudio pre

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

experimental, se aplicó instrumentos de pre y pos test, la muestra consistió 27

estudiantes, los datos fueron procesados por el estadístico SPSS, pretest

resultó con promedio 5,44 puntos, la diferencia medias del postest con 8,33

puntos, evidenciando incremento de 2,89 puntos, igualmente ocurre con las

hipótesis específicas, el aprendizaje cooperativo mejoró el aprendizaje del

lenguaje y literatura, mostrando mejoras producto de la estrategia empleada.

Palabras clave: aprendizaje cooperativo, lenguaje, literatura.

Resumo: Para conhecer a influência da aprendizagem cooperativa e da

aprendizagem da disciplina de língua e literatura, corresponde ao estudo pré-

experimental, foram aplicados instrumentos pré e pós-teste, a amostra

consistiu em 27 estudantes, os dados foram processados pela estatística do

SPSS, o pré-teste resultou com uma média de 5,44 pontos, a diferença média

do pós-teste com 8,33 pontos, mostrando um aumento de 2,89 pontos,

também ocorre com as hipóteses específicas, a aprendizagem cooperativa

melhorou a aprendizagem de língua e literatura, mostrando melhorias produto

da estratégia empregada.

Palavras-chave: aprendizagem cooperativa, língua, literatura.

INTRODUCTION

The present study was conducted with the purpose of verifying how high

school students use collaborative learning during their studies to improve

their professional competencies.

(LOEI, 2011), the unified general baccalaureate mentions:

"It comprises three years of compulsory education following General

Basic Education. Its purpose is to provide people with a general

education and an interdisciplinary preparation that guides them in the

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

development of life projects and allows them to integrate into society

as responsible, critical and caring human beings" (p.23).

In addition, there are two options: a baccalaureate in science and a technical

baccalaureate, the former trains students in scientific-humanistic areas, the

latter focuses on technical, craft, sports or artistic areas.

According to the curriculum of the Ministry of Education of Ecuador

(Minedu, 2016) the subject of Language and Literature fosters "in the student

procedures and attitudes related to respect for themselves and others involved

in the communicative process; the responsibility to assume one's own

discourses, and the necessary academic honesty when generating them"

(p.42).

However, we have evidenced that traditional teaching is still predominant,

without guaranteeing student learning, only a few teachers take cooperative

learning as an option, thus the need to promote it in order for students to

improve their grades.

There are precedents, such as those of Martín (2015) who demonstrated the

need to promote collaborative groups among teachers to contrast ideas,

knowledge and conclusions, in order to train and transform teaching from

daily practice. For his part, García (2015) considers that as students act with

this methodology, in virtual groups they achieve good learning.

Therefore, the objective of this study is to analyze the influence between the

use of cooperative learning and language and communication learning in third

year students of the unified general high school in Guayaquil - Ecuador, 2020.

Johnson, Johnson and Holubec (1999) mention: "cooperative learning is a

methodological strategy that consists of the work done by a group of students

in order to achieve common goals. In cooperation, individuals carry out joint

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

activities to achieve results that are beneficial not only for themselves but for

all members of the group".

Pliego (2011) defines "cooperative learning as a broad and heterogeneous set

of structured instructional methods in which students work together, in groups

or teams, helping each other in generally academic tasks".

Mayordomo and Onrubia (2015) explain that students have better

understanding when the contents have a link with their previous ideas and

representations, being able to control their own learning, this implication

allows interaction with other people to contrast their ideas, indicating that

collaborative learning fits perfectly with "instructional and educational

proposals that try to overcome the limitations of a traditional conception of

teaching, betting on the design of new and more powerful teaching and

learning environments".

Feldman (2005) defines learning as "a process of relatively permanent change

in a person's behavior generated by experience".

Pérez (2000, p.73) states that learning is "any modification of the organism

that originates a new pattern of thought and/or behavior". Pérez (2015, p.72)

affirms that learning "is the activity of the person that aims at the knowledge

of the truth. In it participates the self in its integrity, but in a special way the

faculties related to knowledge, such as the senses and the intellect, together

with the will".

Anderson (2001) considers that learning is a mechanism by which organisms

can adapt to a changing environment.

Barriga (2015) mentions: "it is a type of border, it occurs in earlier stages of

speech development, the individual reaches the basic knowledge of the

system, linguistic competence, and the final stages, restructures what has been

learned, linguistic knowledge is adapted to the social system, through

communicative competence".

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

Ortega (2018) states, "at the end of the preschool stage they develop

fundamental linguistic skills, based on obtaining all the phonemes of the

language, also writing skills and semantic acquisitions, showing fluency to

communicate orally".

Franja (2015) mentions that language is given through the cognitivist model,

within which the relevance of the environment stands out as well as the inner

capacity of the individual to be able to form a bond with the surrounding

environment, thereby emphasizing that a mutual relationship must be

established.

MATERIALS AND METHODS

This pre-experimental applied research was applied to a single group, and the

following aspects were considered:

Type of question : Applied

Hypothesis testing : Cause - effect

Measurement variables : Quantitative

Number of variable : Bivariate

Environment : Field

Data source : Primary

Application : Longitudinal

Design : Pre experimental

For statistical purposes and to test the hypotheses, the SPSS 21 program was

used to process the data found in the instruments applied and to demonstrate

the hypotheses proposed. The following graph explains the pre-experimental

design:

GE = O1 ------------X-----------O2

GE: Sample or working group

O1: observation 1

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

O2: observation 2

X: Training

Reliability of the instruments: they were subjected to Cronbach's Alpha, result.

Table 1: Reliability

Cronbach's alpha

N of elements

,675

The reliability of the instrument was applied to the dependent: learning the

subject of language and literature, according to Cronbach's alpha was 0.675,

representing 67.5%, representing a good tendency for its application.

RESULTS

The collaborative teaching strategy was applied in the present study for a

period of 4 months, so that students could improve their language and

literature skills.

During the process of application of the mentioned strategy, the learning

outcome on the subject shown by the sample has been positively evidenced.

After the process was completed, it was possible to achieve the proposed

objective presented below:

The use of cooperative learning increases the learning of language and

communication in students of third year general unified high school

Guayaquil - Ecuador, 2020.

Table 1. Mean difference: dependent variable

Language and

Literature

Media

Standard

deviation.

Pre test

5,44

,641

Posttest

8,33

,814

Source: Esperanza Murillo (2020)

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

The pre-test averages reached an average of 5.44, while the post-test score

was 8.33, which proves the effectiveness of collaborative learning in the

subject of language and literature.

Cooperative learning enhances the learning of 19th century poetry.

Table 2. Mean between pre- and post-test dimension 1

Nineteenth

Century Poetry

Media

Deviation.

Mean

standard

error

Pre test

5,37

,688

,132

Post test

7,74

,712

,137

Source: Esperanza Murillo (2020)

A mean difference of 2.37 was found between the entry and exit tests.

The pretest mean reached an average of 5.37, then when applied in the posttest

it was 8.33, thus proving the effectiveness of collaborative learning in the

topics of 19th century Poetry.

Cooperative learning enhances the learning of 19th century Ecuadorian

narrative.

The pretest mean reached an average of 5.70, then when applied in the posttest

it was 8.70, thus proving the effectiveness of collaborative learning in the

topics of the Ecuadorian narrative of the nineteenth century.

Cooperative learning has an impact on the learning of 19th and 20th century

Ecuadorian literature.

The pretest mean reached an average of 5.37, then when applied in the posttest

it was 7.96, thus proving the effectiveness of collaborative learning in the

subjects of 19th and 20th century Ecuadorian literature.

Cooperative learning helps the learning of the poets of the second half of the

20th century.

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

In the pretest the students achieved an average of 5.37, then when applied in

the posttest it was 8.22, thus proving the effectiveness of collaborative

learning in the topics of Poets of the second half of the twentieth century.

Cooperative learning increases the learning of the narrator of the 20th century.

In the pretest the students achieved an average of 5.59, then when applying

the posttest evaluation, the result was 8.56, thus proving the effectiveness of

collaborative learning in the topics of Narrators of the 20th century.

Cooperative learning helps the learning of literature of the late twentieth

century and early twenty-first century.

The pretest mean reached an average of 5.59, then when applied in the posttest

it was 8.56, thus proving the effectiveness of collaborative learning in the

subjects of Literature of the late twentieth century and early twenty-first

century.

The research consisted of answering the research objectives. In the general

hypothesis, an average of 5.44 was obtained with respect to the pretest mean,

while in the posttest an average of 8.33 was reached, that is, with the

application of cooperative learning, the students achieved an increase of 2.89

in their grades that represent the learning of the subject of language and

literature.

Responding to the approach of the first specific hypothesis, the pretest mean

obtained an average of 5.37, on the other hand the posttest achieved a score

of 7.74, confirming the benefit of applying cooperative learning with this

increase (2.37) of their learning with respect to the poetry of the nineteenth

century.

The second specific hypothesis, the pretest mean obtained an average of 5.70,

then in the posttest a score of 8.70, with this increase of 3.00 the positive

actions that cooperative learning generates in the themes of the Ecuadorian

narrative of the XIX century are proven.

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

In H3, the pretest results reached an average of 5.37, then in the posttest

evaluations the students achieved an average score of 7.96, evidencing an

increase of 2.59 in the grades referring to Ecuadorian Literature XIX and XX

century, as a positive consequence of applying cooperative learning.

In the approach of H4, the results of the pretest the students reached an

average of 5.37, however these grades increased in the posttest whose average

was 8.22, that is a difference of 2.85, thus proving the effectiveness of

cooperative learning on the topic of Poets of the second half of the twentieth

century.

In response to the approach of the fifth specific hypothesis, the pretest mean

obtained an average of 5.59, on the other hand the posttest achieved a score

of 8.56, confirming the benefit of applying cooperative learning with this

increase (2.97) of their learning with respect to the 20th century Narrators.

The sixth specific hypothesis, the pretest mean obtained an average of 5.59,

then in the posttest a score of 8.56, with this increase of 2.97 proves the

positive actions that cooperative learning generates in the subjects of

Literature of the late twentieth century and early twenty-first century.

Contrasting these results with those of Alvarez (2015) evidenced the benefits

of cooperative learning, alerting more interaction among students, however

they consider they should be motivated by the teacher, although it does not

explain if it has a positive link in their grades, as if evidenced in our study, it

has the similarity of generating improvements in different formative aspects.

However, the results of Pinedo (2017) confirm the opposite, since according

to his statistical results cooperative learning are not related per se, however,

it is necessary to perform a cooperative approach and methodology to analyze

the changes made in students.

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

CONCLUSIONS

Cooperative learning helps to improve grades in the subject of language and

literature, because before its application most of the students were failing,

however, considering this methodology they got very good grades. It is

positive to apply cooperative methodologies in high school students, because

they were able to increase their average in 2.37 points regarding Poetry of the

XIX century, going from failing (pretest) to good grades (posttest).

The students' knowledge about the Ecuadorian Narrative of the XIX century

increases with the application of cooperative learning, since the students in

the pretest and posttest obtained mostly failing and very good grades,

respectively, alerting its effectiveness.

High school students are able to improve their knowledge of 19th and 20th

century Ecuadorian Literature through a cooperative methodology, because

their results in pretest evaluations reached mostly failing grades, while in their

posttest tests, good, proving this increase in 2.59 points.

Cooperative learning allowed students to improve their averages in reference

to the theme of Poets of the second half of the twentieth century, going from

failing grades (pretest) to good grades (posttest), for the most part,

demonstrating its effectiveness for its application in the baccalaureate.

It is effective that cooperative learning is applied in high school students,

since it allows them to improve their grades in the subject of Narrators of the

20th century, who went from an average of 5.59 (pretest) to 8.56 (posttest),

most of them with very good grades.

Learning helps to increase the knowledge of Literature of the late 20th and

early 21st century in high school students, who at first stood out for their

failing grades, but later with the post-test and the appropriate methodology,

most of them achieved very good averages.

Article

Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

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Cooperative learning and learning of the subject of language and literature in students third year unified general

high school

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