Influencia de los tipos de agrupamiento en la competencia social de futuros docentes de Educación Física al implementar el aprendizaje cooperativo

Abstract

El objetivo de esta investigación fue comprobar la incidencia del aprendizaje cooperativo (AC) en la competencia social en función de los tipos de agrupamiento del alumnado. Participaron 53 estudiantes de tercer curso del Grado de Magisterio Educación Primaria de la mención de Educación Física (EF). Se utilizó un diseño cuasi-experimental donde se implementó una intervención durante cuatro meses con medidas pre-test y post-test a través de un cuestionario sociométrico. El tratamiento de datos se realizó mediante el software Sociomet. Los resultados obtenidos indican que los seminarios que han utilizado agrupamientos libres y heterogéneos han obtenidos mejores puntuaciones de percepción de competencia social que el seminario organizado en subgrupos homogéneos. Así pues, se considera que el criterio de homogeneidad debe ser descartado a la hora de implementar el AC en EF.

Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis

“…According to Zach et al’s (2023) discriminant analyses, in the social domain, combined strategies showed a moderate positive effect (0.402), while Jigsaw showed an unexpected negative effect (−0.403); although the classification accuracy was 79.5%, the risk of social exhaustion of long-term interventions (−0.367) emphasizes the need for contextual optimization. Furthermore, the highest ES appeared in the social domain reinforced the claim that CL has the potential to promote social capital accumulation in school settings through the synergistic dynamic of peer interaction and collective decision-making processes fostering democratic participation, multidimensional social gains such as multicultural tolerance on the axis of interpersonal and affective development, ethical empathy, and the institutionalization of compassion-oriented behavioral patterns ( León et al, 2021 ; Ortuondo et al, 2022 , 2023 ; Cochon Drouet et al, 2024 ; Kim and Park, 2024 ). García-González et al (2023) demonstrated that high-structured CL significantly increased these prosocial behaviors in younger adolescents, while older adolescents showed minimal changes, underscoring age-specific and structural nuances in CL’s effectiveness.…”

Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis

“…According to Zach et al’s (2023) discriminant analyses, in the social domain, combined strategies showed a moderate positive effect (0.402), while Jigsaw showed an unexpected negative effect (−0.403); although the classification accuracy was 79.5%, the risk of social exhaustion of long-term interventions (−0.367) emphasizes the need for contextual optimization. Furthermore, the highest ES appeared in the social domain reinforced the claim that CL has the potential to promote social capital accumulation in school settings through the synergistic dynamic of peer interaction and collective decision-making processes fostering democratic participation, multidimensional social gains such as multicultural tolerance on the axis of interpersonal and affective development, ethical empathy, and the institutionalization of compassion-oriented behavioral patterns ( León et al, 2021 ; Ortuondo et al, 2022 , 2023 ; Cochon Drouet et al, 2024 ; Kim and Park, 2024 ). García-González et al (2023) demonstrated that high-structured CL significantly increased these prosocial behaviors in younger adolescents, while older adolescents showed minimal changes, underscoring age-specific and structural nuances in CL’s effectiveness.…”

Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis

“…According to Zach et al’s (2023) discriminant analyses, in the social domain, combined strategies showed a moderate positive effect (0.402), while Jigsaw showed an unexpected negative effect (−0.403); although the classification accuracy was 79.5%, the risk of social exhaustion of long-term interventions (−0.367) emphasizes the need for contextual optimization. Furthermore, the highest ES appeared in the social domain reinforced the claim that CL has the potential to promote social capital accumulation in school settings through the synergistic dynamic of peer interaction and collective decision-making processes fostering democratic participation, multidimensional social gains such as multicultural tolerance on the axis of interpersonal and affective development, ethical empathy, and the institutionalization of compassion-oriented behavioral patterns ( León et al, 2021 ; Ortuondo et al, 2022 , 2023 ; Cochon Drouet et al, 2024 ; Kim and Park, 2024 ). García-González et al (2023) demonstrated that high-structured CL significantly increased these prosocial behaviors in younger adolescents, while older adolescents showed minimal changes, underscoring age-specific and structural nuances in CL’s effectiveness.…”

Effects of cooperative learning on students’ learning outcomes in physical education: a meta-analysis

“…According to Zach et al’s (2023) discriminant analyses, in the social domain, combined strategies showed a moderate positive effect (0.402), while Jigsaw showed an unexpected negative effect (−0.403); although the classification accuracy was 79.5%, the risk of social exhaustion of long-term interventions (−0.367) emphasizes the need for contextual optimization. Furthermore, the highest ES appeared in the social domain reinforced the claim that CL has the potential to promote social capital accumulation in school settings through the synergistic dynamic of peer interaction and collective decision-making processes fostering democratic participation, multidimensional social gains such as multicultural tolerance on the axis of interpersonal and affective development, ethical empathy, and the institutionalization of compassion-oriented behavioral patterns ( León et al, 2021 ; Ortuondo et al, 2022 , 2023 ; Cochon Drouet et al, 2024 ; Kim and Park, 2024 ). García-González et al (2023) demonstrated that high-structured CL significantly increased these prosocial behaviors in younger adolescents, while older adolescents showed minimal changes, underscoring age-specific and structural nuances in CL’s effectiveness.…”