Improving Literacy Competence and Social and Emotional Competencies in Primary Education Through Cooperative ProjectBased Learning

• Vicente J. Llorent ^[1] ; Antonio L. González-Gómez ^[1] ; David P. Farrington ^[2] ; Izabela Zych ^[1]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
  2. [2] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 34, Nº. 1, 2022, págs. 102-109
• Idioma: inglés
• DOI: 10.7334/psicothema2020.372
• Títulos paralelos:
  • Mejora de las Competencias Socioemocionales y de Comunicación Lingüística en Educación Primaria a través del Aprendizaje Basado en Proyectos Cooperativos
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    Antecedentes: el aprendizaje cooperativo y el Aprendizaje Basado en Proyectos son metodologías que pueden mejorar el aprendizaje, el éxito académico y las competencias sociales y emocionales. Método: se diseñó una combinación mixta de estas dos metodologías llamado Aprendizaje Basado en Proyectos Cooperativos. Se realizó un estudio cuasi-experimental con pre-test y post-test, con una muestra de 156 estudiantes de Educación Primaria. Resultados: se analizaron y compararon las competencias en comunicación lingüística y las competencias socioemocionales (incluyendo empatía) entre los grupos experimentales y control. La intervención aumentó las puntuaciones en las tres variables de estudio en el grupo experimental, significativamente más que en el grupo de control. Las chicas del grupo experimental mostraron puntuaciones mayores en comparación con las chicas del grupo control en la competencia en comunicación lingüística, las competencias socioemocionales y la empatía. Sin embargo, los chicos del grupo experimental solo mostraron diferencias con los chicos del control en la competencia en comunicación lingüística. Conclusiones: estos resultados tienen implicaciones para la práctica escolar y la planificación curricular en Educación Primaria. También abren nuevas líneas de investigación futuras basadas en el impacto del Aprendizaje Basado en Proyectos Cooperativos en otras competencias clave y en la prevención de comportamientos antisociales.

  • English

    Background: Cooperative learning and Project-Based Learning are methodologies that can promote learning environments and improve learning, school achievement, and social and emotional competencies. Method: A mixed combination of these two methodologies called Cooperative Project-Based Learning was designed, and a quasi-experimental evaluation study with a pre-test and a post-test was conducted with a sample of 156 students from Primary Education. Literacy competence and social and emotional competencies, including empathy, were analyzed and compared between experimental and control groups. Results: The intervention effectively increased scores on literacy competence, social and emotional competencies, and empathy in the experimental group, significantly more than in the control group. The girls in the experimental group exhibited greater improvement than the controls in literacy competence, social and emotional competencies and empathy. However, the boys in the experimental group were only different from the boys in the control group in literacy competence, but not in the other two variables. Conclusions: These results have implications for school practice and curriculum planning in Primary Education. New lines of future research are also being opened based on the impact of Cooperative Project-Based Learning on other key competencies and on the prevention of antisocial behaviors.

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