Impact of collaborative learning on the reading comprehension of high school students

Abstract

The present study examines the influence of collaborative learning on the reading comprehension of high school students. The research arises from the need to improve reading skills at this educational level, considering collaborative learning as a potentially effective strategy. A quasi-experimental design with a quantitative and longitudinal approach was used, involving 60 high school students divided into control and experimental groups. The experimental group participated in collaborative learning activities during 12 sessions, while the control group followed a traditional teaching method. Pre-test and post-test were applied to assess reading comprehension. The results revealed a significant improvement in the reading comprehension skills of the experimental group compared to the control group. It was observed that 36.7% of the experimental group obtained the achieved level, contrasting with 20.0% of the control group. These findings suggest that collaborative learning can be an effective strategy to improve reading comprehension in high school students, providing important implications for educational practice and future research in this field.