Efectos del aprendizaje cooperativo en la adaptación escolar

Abstract

In this research we determine the part that the cooperative learning technique called “team assisted individualization” plays in school adaptation. To this end we have used a pretest-posttest control group design with a nonequivalent control group. To analyse the data we have used the t-Test of difference of means and the univaried split-plot analysis of variance. We have used the intelligence quotient as co-variable. The results obtained validate the hypothesis we started from: cooperative learning favours school adaptation (with teachers, mates, school work) and also improves parent-child relationships. We have confirmed the effects of cooperative learning are not related to the students’ intelligence quotient. To conclude we can point out, among other things, the importance of these techniques to prevent disruptive behaviour -endless source of conflict in the classroom.