Aprendizaje cooperativo y su incidencia en el desarrollo de habilidades sociales en estudiantes de educación general básica

Víctor Emilio Guapulema-Guaman; Jonathan Patricio Cárdenas-Benavides

Autores/as

Guapulema-Guaman Víctor Emilio Universidad Estatal de Bolívar, Dirección de Posgrado y Educación Continua, Maestría en Educación Básica. Guaranda, Ecuador. https://orcid.org/0009-0003-7464-4386
Cárdenas-Benavides Jonathan Patricio Universidad Estatal de Bolívar, Facultad de Ciencias de la Educación, Sociales, Filosóficas y Humanísticas. Guaranda, Ecuador. https://orcid.org/0000-0002-9760-602X

Palabras clave:

aprendizaje cooperativo, habilidades sociales, educación básica, interdependencia positiva, desarrollo socioemocional

Resumen

DOI: https://doi.org/10.46296/rc.v9i17.0409

RESUMEN

La presente investigación tuvo como objetivo analizar la incidencia del aprendizaje cooperativo en el desarrollo de habilidades sociales en estudiantes de Educación General Básica de la Unidad Educativa Ramón Barba Naranjo, ubicada en Latacunga, Ecuador. Se empleó un diseño cuasi-experimental con grupo control y experimental (n = 60), complementado con técnicas cualitativas. Los instrumentos incluyeron el Cuestionario de Habilidades Sociales (α = .87), rúbricas de observación y entrevistas semiestructuradas a docentes. La intervención se implementó durante 12 semanas utilizando estrategias cooperativas (Jigsaw, Teams-Games-Tournament y Aprendizaje en Equipo). Los resultados evidenciaron diferencias estadísticamente significativas entre el pretest y postest del grupo experimental en comunicación efectiva (t = 4.82, p < .001, d = 0.89), empatía (t = 3.96, p < .001, d = 0.73) y resolución de conflictos (t = 4.21, p < .001, d = 0.77). El análisis cualitativo reveló mejoras en la cohesión grupal, motivación y participación activa. Se concluye que el aprendizaje cooperativo constituye una estrategia pedagógica eficaz para potenciar las habilidades sociales, contribuyendo a la formación integral del estudiantado.

Palabras claves: aprendizaje cooperativo, habilidades sociales, educación básica, interdependencia positiva, desarrollo socioemocional.

ABSTRACT

This research aimed to analyze the impact of cooperative learning on the development of social skills in Elementary General Basic Education students at Ramón Barba Naranjo School, located in Latacunga, Ecuador. A quasi-experimental design with control and experimental groups (n = 60) was employed, complemented by qualitative techniques. Instruments included the Social Skills Questionnaire (α = .87), observation rubrics, and semi-structured teacher interviews. The intervention was implemented over 12 weeks using cooperative strategies (Jigsaw, Teams-Games-Tournament, and Team Learning). Results showed statistically significant differences between pretest and posttest in the experimental group for effective communication (t = 4.82, p < .001, d = 0.89), empathy (t = 3.96, p < .001, d = 0.73), and conflict resolution (t = 4.21, p < .001, d = 0.77). Qualitative analysis revealed improvements in group cohesion, motivation, and active participation. It is concluded that cooperative learning is an effective pedagogical strategy to enhance social skills, contributing to comprehensive student development.

Keywords: cooperative learning, social skills, elementary education, positive interdependence, social-emotional development.

Información del manuscrito:
Fecha de recepción: 13 de octubre de 2025.
Fecha de aceptación: 18 de diciembre de 2025.
Fecha de publicación: 12 de enero de 2026.

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