pág. 5625
COOPERATIVE LEARNING ON THE
DEVELOPMENT OF READING
COMPREHENSION SKILLS
EL APRENDIZAJE COOPERATIVO EN EL DESARROLLO DE LA
CAPACIDAD DE COMPRENSIÓN LECTORA
Mayra Auxiliadora Moreira Acosta
Universidad Laica Eloy Alfaro de Manabí
Luis Miguel Romero Zambrano
Universidad Laica Eloy Alfaro de Manabí
Daniela Marisol Nevárez Rosado
Universidad Laica Eloy Alfaro de Manabí
Evelyn Tatiana Loor Bailón
Ministerio de Educación del Ecuador
María Maricela Nevárez Zambrano
Ministerio de Educación del Ecuador
pág. 5626
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16242
Cooperative learning on the development of reading comprehension skills
Mayra Auxiliadora Moreira Acosta1
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
ABSTRACT
The purpose of this research is to determine the influence of cooperative learning on the development of
reading comprehension skills in English students aged 15-16 years old from a public school in the urban
area of the city of Chone, Ecuador. Due to the size of the population, the first year of secondary school
parallel 'G' was selected as the study sample for convenience. In this context, a documentary review of other
research was conducted to identify the need for the implementation of cooperative learning activities that
enhance reading comprehension in English. The research process was developed using an exploratory
approach with a qualitative methodology, which enabled the analysis of the contributions of cooperative
learning activities to the reading comprehension of texts in English through the application of classroom
observation techniques and interviews with English teachers at the institution mentioned. The data analysis
revealed that cooperative learning has a significant impact on the development of reading comprehension
skills in the target age group. This is because it fosters active participation, critical thinking and improves
linguistic competence. Furthermore, the cooperative learning environment positively influences students'
attitudes towards learning English, leading to increased motivation and confidence in their language skills.
These results demonstrate the importance of applying cooperative learning methodologies to facilitate
English language acquisition and comprehension in adolescent students.
Keywords: cooperative learning, reading comprehension, motivation, learning strategies, public education
1 Autor principal
Correspondencia: mayra.moreira@pg.uleam.edu.ec
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16242
Cooperative learning on the development of reading comprehension skills
Mayra Auxiliadora Moreira Acosta1
mayra.moreira@pg.uleam.edu.ec
https://orcid.org/0009-0004-7604-8606
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Luis Miguel Romero Zambrano
luis.romero@pg.uleam.edu.ec
https://orcid.org/0009-0001-8647-1211
Universidad Laica Eloy Alfaro de Manabí.
Ecuador
Daniela Marisol Nevárez Rosado
daninevarez@live.com
https://orcid.org/0009-0006-2084-240X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
Evelyn Tatiana Loor Bailón
evelyn.loor@pg.uleam.edu.ec
https://orcid.org/0009-0008-0300-031X
Universidad Laica Eloy Alfaro de Manabí
Ecuador
María Maricela Nevárez Zambrano
mamaneza20@hotmail.com
https://orcid.org/0009-0000-1152-7834
Universidad Laica “Eloy Alfaro de Manabí”
Ecuador
ABSTRACT
The purpose of this research is to determine the influence of cooperative learning on the development of
reading comprehension skills in English students aged 15-16 years old from a public school in the urban
area of the city of Chone, Ecuador. Due to the size of the population, the first year of secondary school
parallel 'G' was selected as the study sample for convenience. In this context, a documentary review of other
research was conducted to identify the need for the implementation of cooperative learning activities that
enhance reading comprehension in English. The research process was developed using an exploratory
approach with a qualitative methodology, which enabled the analysis of the contributions of cooperative
learning activities to the reading comprehension of texts in English through the application of classroom
observation techniques and interviews with English teachers at the institution mentioned. The data analysis
revealed that cooperative learning has a significant impact on the development of reading comprehension
skills in the target age group. This is because it fosters active participation, critical thinking and improves
linguistic competence. Furthermore, the cooperative learning environment positively influences students'
attitudes towards learning English, leading to increased motivation and confidence in their language skills.
These results demonstrate the importance of applying cooperative learning methodologies to facilitate
English language acquisition and comprehension in adolescent students.
Keywords: cooperative learning, reading comprehension, motivation, learning strategies, public education
1 Autor principal
Correspondencia: mayra.moreira@pg.uleam.edu.ec
pág. 5627
El aprendizaje cooperativo en el desarrollo de la capacidad de comprensión
lectora
RESUMEN
El propósito de esta investigación es determinar la influencia del aprendizaje cooperativo en el desarrollo
de las habilidades de comprensión lectora en estudiantes de inglés de 15 a 16 años de una escuela pública
en la zona urbana de la ciudad de Chone, Ecuador. Debido al tamaño de la población, se seleccionó como
muestra de estudio, por conveniencia, a los estudiantes de primer año de secundaria del paralelo 'G'. En este
contexto, se realizó una revisión documental de otras investigaciones para identificar la necesidad de
implementar actividades de aprendizaje cooperativo que fortalezcan la comprensión lectora en inglés. El
proceso de investigación se llevó a cabo con un enfoque exploratorio y una metodología cualitativa, lo que
permitió analizar las contribuciones del aprendizaje cooperativo a la comprensión lectora de textos en inglés
mediante la aplicación de técnicas de observación en el aula y entrevistas con docentes de inglés de la
institución mencionada. El análisis de los datos reveló que el aprendizaje cooperativo tiene un impacto
significativo en el desarrollo de las habilidades de comprensión lectora en el grupo etario objetivo, ya que
fomenta la participación activa, el pensamiento crítico y mejora la competencia lingüística. Además, el
entorno de aprendizaje cooperativo influye positivamente en la actitud de los estudiantes hacia el
aprendizaje del inglés, aumentando su motivación y confianza en sus habilidades lingüísticas. Estos
resultados evidencian la importancia de aplicar metodologías de aprendizaje cooperativo para facilitar la
adquisición y comprensión del idioma inglés en adolescentes.
Palabras clave: aprendizaje cooperativo, comprensión lectora, motivación, estrategias de aprendizaje,
educación pública
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
El aprendizaje cooperativo en el desarrollo de la capacidad de comprensión
lectora
RESUMEN
El propósito de esta investigación es determinar la influencia del aprendizaje cooperativo en el desarrollo
de las habilidades de comprensión lectora en estudiantes de inglés de 15 a 16 años de una escuela pública
en la zona urbana de la ciudad de Chone, Ecuador. Debido al tamaño de la población, se seleccionó como
muestra de estudio, por conveniencia, a los estudiantes de primer año de secundaria del paralelo 'G'. En este
contexto, se realizó una revisión documental de otras investigaciones para identificar la necesidad de
implementar actividades de aprendizaje cooperativo que fortalezcan la comprensión lectora en inglés. El
proceso de investigación se llevó a cabo con un enfoque exploratorio y una metodología cualitativa, lo que
permitió analizar las contribuciones del aprendizaje cooperativo a la comprensión lectora de textos en inglés
mediante la aplicación de técnicas de observación en el aula y entrevistas con docentes de inglés de la
institución mencionada. El análisis de los datos reveló que el aprendizaje cooperativo tiene un impacto
significativo en el desarrollo de las habilidades de comprensión lectora en el grupo etario objetivo, ya que
fomenta la participación activa, el pensamiento crítico y mejora la competencia lingüística. Además, el
entorno de aprendizaje cooperativo influye positivamente en la actitud de los estudiantes hacia el
aprendizaje del inglés, aumentando su motivación y confianza en sus habilidades lingüísticas. Estos
resultados evidencian la importancia de aplicar metodologías de aprendizaje cooperativo para facilitar la
adquisición y comprensión del idioma inglés en adolescentes.
Palabras clave: aprendizaje cooperativo, comprensión lectora, motivación, estrategias de aprendizaje,
educación pública
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 febrero 2025
pág. 5628
INTRODUCTION
The English language today has an advantageous position in the global linguistic landscape. However, there
are significant challenges in learning it as a foreign language. Students often fail to reach the minimum
standards required to communicate especially in the reading comprehension skills. This situation leads us
to conclude that the development of linguistic skills in this language is severely limited.
The focus of this research study is to determine the impact of cooperative learning strategies on the
development of reading comprehension in English among students between the ages of 15 and 16 from a
public school in the urban area of the city of Chone who present difficulties in the interpretation of texts in
English and deficiencies in this linguistic skill. This issue can be attributed to the fact that the majority of
students do not engage in reading activities during the learning process. This deficiency impedes their
ability to communicate effectively in English, as reading comprehension is one of the most challenging
skills to master in the language. It is therefore necessary to implement new forms of teaching, such as
cooperative learning in the classroom, which, in addition to being a didactic tool, allows interaction between
classmates and improves the acquisition of new knowledge by strengthening reading comprehension within
the context that surrounds them. Furthermore, this study aims to identify the benefits of using this method
as a teaching-learning process in the development of reading comprehension skills in English and to provide
a motivating reference for maintaining students' interest in acquiring improvements in other English
language skills. On the other hand, cooperative learning allows the teacher to achieve several objectives
simultaneously (Johnson, Johnson and Holubec, 1999, p. 9). Cooperative learning is based on the principle
that learners construct knowledge through social interaction and dialogue. Moreover, cooperative learning
strategies are an effective model for developing students' reading comprehension skills (Tran, 2019). Two
other things need to be added to this type of cooperation: deep critical thinking and a greater spirit of
solidarity. Reading comprehension is the ability to understand and make sense of a text. It involves the
integration of several cognitive processes, such as decoding, vocabulary knowledge and prior knowledge
(Jalilifar,2021). In the classroom, reading is often done intensively to obtain general and specific
information; however, students sometimes have difficulties in comprehending the inferred meaning of the
text. The inability to retrieve meaning puzzles learners (Jalilifar,2021).
INTRODUCTION
The English language today has an advantageous position in the global linguistic landscape. However, there
are significant challenges in learning it as a foreign language. Students often fail to reach the minimum
standards required to communicate especially in the reading comprehension skills. This situation leads us
to conclude that the development of linguistic skills in this language is severely limited.
The focus of this research study is to determine the impact of cooperative learning strategies on the
development of reading comprehension in English among students between the ages of 15 and 16 from a
public school in the urban area of the city of Chone who present difficulties in the interpretation of texts in
English and deficiencies in this linguistic skill. This issue can be attributed to the fact that the majority of
students do not engage in reading activities during the learning process. This deficiency impedes their
ability to communicate effectively in English, as reading comprehension is one of the most challenging
skills to master in the language. It is therefore necessary to implement new forms of teaching, such as
cooperative learning in the classroom, which, in addition to being a didactic tool, allows interaction between
classmates and improves the acquisition of new knowledge by strengthening reading comprehension within
the context that surrounds them. Furthermore, this study aims to identify the benefits of using this method
as a teaching-learning process in the development of reading comprehension skills in English and to provide
a motivating reference for maintaining students' interest in acquiring improvements in other English
language skills. On the other hand, cooperative learning allows the teacher to achieve several objectives
simultaneously (Johnson, Johnson and Holubec, 1999, p. 9). Cooperative learning is based on the principle
that learners construct knowledge through social interaction and dialogue. Moreover, cooperative learning
strategies are an effective model for developing students' reading comprehension skills (Tran, 2019). Two
other things need to be added to this type of cooperation: deep critical thinking and a greater spirit of
solidarity. Reading comprehension is the ability to understand and make sense of a text. It involves the
integration of several cognitive processes, such as decoding, vocabulary knowledge and prior knowledge
(Jalilifar,2021). In the classroom, reading is often done intensively to obtain general and specific
information; however, students sometimes have difficulties in comprehending the inferred meaning of the
text. The inability to retrieve meaning puzzles learners (Jalilifar,2021).
pág. 5629
The process of written communication is complex, involving the encoding of a message by the writer for
transmission to the reader and the subsequent decoding of this information by the reader upon reading it.
(Gómez Palomino, 2011) Decoding is defined as the capacity to identify and correctly label the linguistic
units that constitute a text. Proper decoding is undoubtedly a necessary but not sufficient condition for
understanding a text (Valeria ABUSAMRA 1, 2012). The causes of a lack of interest in reading can be
attributed to deficiencies in decoding, which in turn leads to poor academic performance in other subjects,
given that reading is an essential skill in education. A lack of vocabulary and meaning in relation to other
subjects impairs communication and leads to low self-esteem, as students are unable to interpret these
subjects in their own words. Furthermore, a lack of metacognition, which leads to a shallower
understanding, is also a consequence of this. (Sisa, 2023) At present there are learners who have not
developed the ability to grasp the meaning of what they read, to form associations and anticipate the
sequence of ideas, and to fuse the meaning of words into ideas, the associations that reading raises to
construct the ideas the author wishes to convey, the ability to relate and organise ideas, to grasp the meaning
of sentences and paragraphs in their full context and recognise their relative importance, and the ability to
read at a reasonable speed. On the other hand, intensive reading during school hours plays a very important
role. There should be interesting topics and reading comprehension tasks. Harmer (2011) stresses the
importance of organising students into roles (organiser, observer, feedback and prompter). It would be
necessary for the teacher and learners to find some adaptations for learners to develop their abilities to grasp
the overall message of the reading and to understand the meaning of many words without ‘translating’ each
word (Jalilifar, 2010).
Unfortunately, in Ecuador, there is no culture of reading in English and this is due to the stagnation of the
teaching programmes, whose references do not go beyond grammar, little reading and writing, little
motivation, and little application of cooperative learning activities and the non-recognition of English as a
professional requirement. There are some Ecuadorian populations where the knowledge and use of English
as a communication tool has not been adequately applied (Guadalupe, 2018).
In Ecuador, several studies have been conducted on the use of cooperative learning strategies to improve
reading comprehension in secondary school students. For example, a study by (Alba Inuca, and Jessica
Patricia, 2023) entitled ‘The effects of cooperative learning in the development of reading comprehension
The process of written communication is complex, involving the encoding of a message by the writer for
transmission to the reader and the subsequent decoding of this information by the reader upon reading it.
(Gómez Palomino, 2011) Decoding is defined as the capacity to identify and correctly label the linguistic
units that constitute a text. Proper decoding is undoubtedly a necessary but not sufficient condition for
understanding a text (Valeria ABUSAMRA 1, 2012). The causes of a lack of interest in reading can be
attributed to deficiencies in decoding, which in turn leads to poor academic performance in other subjects,
given that reading is an essential skill in education. A lack of vocabulary and meaning in relation to other
subjects impairs communication and leads to low self-esteem, as students are unable to interpret these
subjects in their own words. Furthermore, a lack of metacognition, which leads to a shallower
understanding, is also a consequence of this. (Sisa, 2023) At present there are learners who have not
developed the ability to grasp the meaning of what they read, to form associations and anticipate the
sequence of ideas, and to fuse the meaning of words into ideas, the associations that reading raises to
construct the ideas the author wishes to convey, the ability to relate and organise ideas, to grasp the meaning
of sentences and paragraphs in their full context and recognise their relative importance, and the ability to
read at a reasonable speed. On the other hand, intensive reading during school hours plays a very important
role. There should be interesting topics and reading comprehension tasks. Harmer (2011) stresses the
importance of organising students into roles (organiser, observer, feedback and prompter). It would be
necessary for the teacher and learners to find some adaptations for learners to develop their abilities to grasp
the overall message of the reading and to understand the meaning of many words without ‘translating’ each
word (Jalilifar, 2010).
Unfortunately, in Ecuador, there is no culture of reading in English and this is due to the stagnation of the
teaching programmes, whose references do not go beyond grammar, little reading and writing, little
motivation, and little application of cooperative learning activities and the non-recognition of English as a
professional requirement. There are some Ecuadorian populations where the knowledge and use of English
as a communication tool has not been adequately applied (Guadalupe, 2018).
In Ecuador, several studies have been conducted on the use of cooperative learning strategies to improve
reading comprehension in secondary school students. For example, a study by (Alba Inuca, and Jessica
Patricia, 2023) entitled ‘The effects of cooperative learning in the development of reading comprehension
pág. 5630
in English in young students’ determines that the methods used by teachers are not adequate for the
development of reading comprehension, since it can be observed that students present certain difficulties
in the comprehension of readings in the English language. Therefore, it is necessary to take into account
that the little stimulation in learning causes introverted students with little participation, with little
integration and interrelation with their classmates, generating difficulties in the development of reading
comprehension skills and abilities in the students. It is also necessary to emphasise teaching innovation to
provoke interest and motivation in students through teaching methods and new strategies that generate
expectations of improvement in education, so that teachers must be up to the new challenges imposed by
the education sector.
This low rate of proficiency has led educators to explore new and innovative teaching strategies, including
cooperative learning, to help students develop their reading comprehension skills (Castillo,2021). By
properly using the strategies related to cooperative learning, the interest, attention and participation of 15-
16 year-old students in the public school of the city of Chone will be maintained, and they will have greater
concentration and internalisation of learning, as they will be interconnected so that each one takes
ownership of the goal that the others learn.
In order to carry out this research study, the following research question was formulated: How does
cooperative learning influence the development of reading comprehension in English in 15-16 year old
students? In addition, a number of specific objectives were set out. |The first was to investigate the
cooperative learning activities that improve reading comprehension in English. The second one was to
analyse the contributions of cooperative learning activities developed in the processes of reading
comprehension of English texts, and the third one was to design a guide of cooperative learning activities
to develop reading comprehension in English. Finally, this study concludes that the appropriate use of
cooperative learning methods in the teaching-learning process enables students to develop English reading
comprehension skills because it emphasizes active and positive interaction among students in the
development of reading comprehension in the learning process.
LITERATURE REVIEW
Cooperative learning, is a pedagogical approach that emphasises collaborative efforts among students, has
received considerable attention in educational research. It is a learner-centred, teacher-facilitated teaching
in English in young students’ determines that the methods used by teachers are not adequate for the
development of reading comprehension, since it can be observed that students present certain difficulties
in the comprehension of readings in the English language. Therefore, it is necessary to take into account
that the little stimulation in learning causes introverted students with little participation, with little
integration and interrelation with their classmates, generating difficulties in the development of reading
comprehension skills and abilities in the students. It is also necessary to emphasise teaching innovation to
provoke interest and motivation in students through teaching methods and new strategies that generate
expectations of improvement in education, so that teachers must be up to the new challenges imposed by
the education sector.
This low rate of proficiency has led educators to explore new and innovative teaching strategies, including
cooperative learning, to help students develop their reading comprehension skills (Castillo,2021). By
properly using the strategies related to cooperative learning, the interest, attention and participation of 15-
16 year-old students in the public school of the city of Chone will be maintained, and they will have greater
concentration and internalisation of learning, as they will be interconnected so that each one takes
ownership of the goal that the others learn.
In order to carry out this research study, the following research question was formulated: How does
cooperative learning influence the development of reading comprehension in English in 15-16 year old
students? In addition, a number of specific objectives were set out. |The first was to investigate the
cooperative learning activities that improve reading comprehension in English. The second one was to
analyse the contributions of cooperative learning activities developed in the processes of reading
comprehension of English texts, and the third one was to design a guide of cooperative learning activities
to develop reading comprehension in English. Finally, this study concludes that the appropriate use of
cooperative learning methods in the teaching-learning process enables students to develop English reading
comprehension skills because it emphasizes active and positive interaction among students in the
development of reading comprehension in the learning process.
LITERATURE REVIEW
Cooperative learning, is a pedagogical approach that emphasises collaborative efforts among students, has
received considerable attention in educational research. It is a learner-centred, teacher-facilitated teaching
pág. 5631
strategy in which a small group of students takes responsibility for their learning and for the learning of all
members of the group. Students interact with each other in the same group to acquire and work on the
elements of a subject in order to solve a problem, complete a task or achieve a goal.
Developed by Johnson and Johnson (1989), social interdependence theory posits that positive
interdependence among group members fosters cooperative behaviors and enhances academic outcomes.
Cooperative learning structures, such as group goals and shared rewards, promote collective effort and
mutual support among students. Vygotsky (1978) emphasized the significance of social interaction in
cognitive development. According to sociocultural theory, learning occurs through collaborative activities
within a cultural context. Cooperative learning aligns with Vygotsky's framework by providing
opportunities for peer interaction, scaffolding, and zone of proximal development. Constructivism: Rooted
in the works of Piaget and Dewey, constructivism asserts that learners actively construct knowledge through
social interactions and hands-on experiences. Cooperative learning encourages students to engage in
meaningful discussions, problem-solving tasks, and shared reflections, facilitating the construction of
knowledge in a social context.
This philosophical and educational direction is also called constructivism. Honebein (1996), cited by Adom,
Yeboah, and Ankrah (2016), explains that constructivism is the way “people construct their understanding
and knowledge of the world by experiencing things and reflecting on those experiences” (p. 2).
Furthermore, “learning occurs only when the student discovers knowledge through the spirit of
experimentation and action” (Kalender, 2007) in Adom et al., (2016, p. 2). It has long been established that
People learn to do things through their sensory, cognitive, and emotional inclinations and abilities. They
help to better understand the object of study; In other words, students essentially internalize the discovered
"truths" by connecting the old psychological context with the new existing knowledge.
A meta-analysis by Johnson et al. (2014) revealed that cooperative learning strategies consistently produced
positive effects on academic achievement, including improved grades and higher test scores. Slavin (1995)
conducted a meta-analysis focusing on cooperative learning in K-12 classrooms, reporting significant gains
in student achievement across subject areas and grade levels. Kagan (1994) examined the impact of
cooperative learning structures, such as Think-Pair-Share and Jigsaw, on student engagement and learning
strategy in which a small group of students takes responsibility for their learning and for the learning of all
members of the group. Students interact with each other in the same group to acquire and work on the
elements of a subject in order to solve a problem, complete a task or achieve a goal.
Developed by Johnson and Johnson (1989), social interdependence theory posits that positive
interdependence among group members fosters cooperative behaviors and enhances academic outcomes.
Cooperative learning structures, such as group goals and shared rewards, promote collective effort and
mutual support among students. Vygotsky (1978) emphasized the significance of social interaction in
cognitive development. According to sociocultural theory, learning occurs through collaborative activities
within a cultural context. Cooperative learning aligns with Vygotsky's framework by providing
opportunities for peer interaction, scaffolding, and zone of proximal development. Constructivism: Rooted
in the works of Piaget and Dewey, constructivism asserts that learners actively construct knowledge through
social interactions and hands-on experiences. Cooperative learning encourages students to engage in
meaningful discussions, problem-solving tasks, and shared reflections, facilitating the construction of
knowledge in a social context.
This philosophical and educational direction is also called constructivism. Honebein (1996), cited by Adom,
Yeboah, and Ankrah (2016), explains that constructivism is the way “people construct their understanding
and knowledge of the world by experiencing things and reflecting on those experiences” (p. 2).
Furthermore, “learning occurs only when the student discovers knowledge through the spirit of
experimentation and action” (Kalender, 2007) in Adom et al., (2016, p. 2). It has long been established that
People learn to do things through their sensory, cognitive, and emotional inclinations and abilities. They
help to better understand the object of study; In other words, students essentially internalize the discovered
"truths" by connecting the old psychological context with the new existing knowledge.
A meta-analysis by Johnson et al. (2014) revealed that cooperative learning strategies consistently produced
positive effects on academic achievement, including improved grades and higher test scores. Slavin (1995)
conducted a meta-analysis focusing on cooperative learning in K-12 classrooms, reporting significant gains
in student achievement across subject areas and grade levels. Kagan (1994) examined the impact of
cooperative learning structures, such as Think-Pair-Share and Jigsaw, on student engagement and learning
pág. 5632
outcomes. Findings indicated enhanced motivation, deeper understanding, and improved interpersonal
skills among participants.
Gillies (2016) investigated the effects of cooperative learning on students' social skills development,
highlighting improvements in communication, teamwork, and conflict resolution abilities. Additionally,
Lou et al. (2019) explored the role of cooperative learning in promoting critical thinking skills,
demonstrating positive effects on students' ability to analyze, evaluate, and synthesize information.
Cooperative learning strategies offer several benefits. They promote teamwork, encourage active
participation, and enhance critical thinking (Baloche and Brody, 2017). These strategies can be adapted and
applied across different disciplines, fields, and levels of education. They can be tailored to meet the unique
needs and goals of different groups of learners. This teaching method is highly effective in promoting
positive and meaningful learning experiences for students. Collaboration and communication among
students are emphasized, leading to improved academic performance, social skills, and learning attitudes.
This approach is supported by Cola et al. (2021).
During cooperative learning, face-to-face interaction involves direct communication and collaboration
among group members throughout learning activities. As Slavin and Smith (2023) point out, "face-to-face
interaction facilitates the exchange of ideas, problem-solving and the development of social skills, which
enriches the collaborative learning process". Cooperative learning allows the teacher to achieve several
objectives at the same time (Johnson, Johnson and Holubec, 1999, p. 9). This approach aims to enhance
outcomes for all students, including those with a variety of learning difficulties. It also promotes positive
interpersonal and intergroup relationships in the classroom, making it an important tool for diversity
education and inclusive schools. Additionally, it provides students with the experiences necessary for
healthy social, psychological, and cognitive development.
The effects of implementing cooperative learning in classrooms are the following: 1) at the individual level,
it increases academic performance, intrinsic motivation, capacity for cooperation, etc.; 2) at the
interpersonal and group level, relationships between classmates improve, group cohesion increases, school
violence is reduced, etc.; 3) at the organizational level, the participation of its members improves decision
making, increases organizational satisfaction, increases responsibility, etc., and 4) at the social level, all of
outcomes. Findings indicated enhanced motivation, deeper understanding, and improved interpersonal
skills among participants.
Gillies (2016) investigated the effects of cooperative learning on students' social skills development,
highlighting improvements in communication, teamwork, and conflict resolution abilities. Additionally,
Lou et al. (2019) explored the role of cooperative learning in promoting critical thinking skills,
demonstrating positive effects on students' ability to analyze, evaluate, and synthesize information.
Cooperative learning strategies offer several benefits. They promote teamwork, encourage active
participation, and enhance critical thinking (Baloche and Brody, 2017). These strategies can be adapted and
applied across different disciplines, fields, and levels of education. They can be tailored to meet the unique
needs and goals of different groups of learners. This teaching method is highly effective in promoting
positive and meaningful learning experiences for students. Collaboration and communication among
students are emphasized, leading to improved academic performance, social skills, and learning attitudes.
This approach is supported by Cola et al. (2021).
During cooperative learning, face-to-face interaction involves direct communication and collaboration
among group members throughout learning activities. As Slavin and Smith (2023) point out, "face-to-face
interaction facilitates the exchange of ideas, problem-solving and the development of social skills, which
enriches the collaborative learning process". Cooperative learning allows the teacher to achieve several
objectives at the same time (Johnson, Johnson and Holubec, 1999, p. 9). This approach aims to enhance
outcomes for all students, including those with a variety of learning difficulties. It also promotes positive
interpersonal and intergroup relationships in the classroom, making it an important tool for diversity
education and inclusive schools. Additionally, it provides students with the experiences necessary for
healthy social, psychological, and cognitive development.
The effects of implementing cooperative learning in classrooms are the following: 1) at the individual level,
it increases academic performance, intrinsic motivation, capacity for cooperation, etc.; 2) at the
interpersonal and group level, relationships between classmates improve, group cohesion increases, school
violence is reduced, etc.; 3) at the organizational level, the participation of its members improves decision
making, increases organizational satisfaction, increases responsibility, etc., and 4) at the social level, all of
pág. 5633
the above influences, to a greater or lesser extent and in the medium and long term. the term, in a positive
transformation of society, making it more democratic, more cooperative, and more supportive.
Reading comprehension is a complex cognitive process that involves constructing meaning from text.
Reading involves three interrelated elements: the reader, the text, and the activity or reading task, all situated
in a broader sociocultural context. (Reese Butterfuss, 2020). Reading comprehension is considered one of
the most complex activities humans can perform (Kendeou, McMaster, & Christ, 2016). This complexity
hinders the development of a comprehensive theory that can make precise predictions across readers, texts,
and discourse contexts (Kendeou & O’Brien, 2014; Perfetti & Stafura, 2014).
Schema theory, proposed by Rumelhart (1980), suggests that readers use prior knowledge and experiences
(schemata) to understand text. Readers activate relevant schemas, make connections to the text, and
integrate new information with existing knowledge structures to construct meaning. On the other hand, the
interactive compensatory model, developed by Stanovich (1980), emphasizes the dynamic interaction
between the cognitive processes involved in reading comprehension. According to this model, readers use
various strategies, such as decoding, vocabulary knowledge, and metacognitive monitoring, to compensate
for deficiencies in an area and facilitate comprehension. The transactional theory of reading proposed by
Rosenblatt (1978) considers reading as an interactive process between the reader and the text. According to
this view, meaning is formed jointly through the transaction between the reader's prior knowledge, textual
features, and situational context.
The simple view of reading, articulated by Gough and Tunmer (1986), presents that reading comprehension
is the product of two essential components: decoding (word recognition) and linguistic comprehension
(language comprehension). Proficient reading comprehension requires accurate word recognition and an
understanding of language structure and meaning. For its part, the National Reading Panel (2000) conducted
a thorough review of the study on reading instruction and identified five essential components of effective
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
Instructional approaches that focus on these components have been shown to improve reading
comprehension.
On the one hand, the RAND Reading Study Group (2002) synthesizes research on effective teaching of
reading comprehension and emphasizes the importance of clearly teaching comprehension strategies such
the above influences, to a greater or lesser extent and in the medium and long term. the term, in a positive
transformation of society, making it more democratic, more cooperative, and more supportive.
Reading comprehension is a complex cognitive process that involves constructing meaning from text.
Reading involves three interrelated elements: the reader, the text, and the activity or reading task, all situated
in a broader sociocultural context. (Reese Butterfuss, 2020). Reading comprehension is considered one of
the most complex activities humans can perform (Kendeou, McMaster, & Christ, 2016). This complexity
hinders the development of a comprehensive theory that can make precise predictions across readers, texts,
and discourse contexts (Kendeou & O’Brien, 2014; Perfetti & Stafura, 2014).
Schema theory, proposed by Rumelhart (1980), suggests that readers use prior knowledge and experiences
(schemata) to understand text. Readers activate relevant schemas, make connections to the text, and
integrate new information with existing knowledge structures to construct meaning. On the other hand, the
interactive compensatory model, developed by Stanovich (1980), emphasizes the dynamic interaction
between the cognitive processes involved in reading comprehension. According to this model, readers use
various strategies, such as decoding, vocabulary knowledge, and metacognitive monitoring, to compensate
for deficiencies in an area and facilitate comprehension. The transactional theory of reading proposed by
Rosenblatt (1978) considers reading as an interactive process between the reader and the text. According to
this view, meaning is formed jointly through the transaction between the reader's prior knowledge, textual
features, and situational context.
The simple view of reading, articulated by Gough and Tunmer (1986), presents that reading comprehension
is the product of two essential components: decoding (word recognition) and linguistic comprehension
(language comprehension). Proficient reading comprehension requires accurate word recognition and an
understanding of language structure and meaning. For its part, the National Reading Panel (2000) conducted
a thorough review of the study on reading instruction and identified five essential components of effective
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
Instructional approaches that focus on these components have been shown to improve reading
comprehension.
On the one hand, the RAND Reading Study Group (2002) synthesizes research on effective teaching of
reading comprehension and emphasizes the importance of clearly teaching comprehension strategies such
pág. 5634
as summarizing, generating questions, and monitoring comprehension. These strategies help students
actively interact with the text and monitor their understanding. In other instances, Hattie's (2009) meta-
analysis of educational interventions identified several strategies with high effect sizes for improving
reading comprehension, including reciprocal teaching, cooperative learning, and explicit instruction in
comprehension strategies. Snow, Burns, and Griffin (1998) showed a meta-analysis of studies on
vocabulary teaching and found that explicit vocabulary teaching contributes significantly to improving
reading comprehension.
METHODOLOGY
This educational research studies the influence of cooperative learning on the development of reading
comprehension in English in 15 and 16 year old students. Therefore, this study adopts a constructivist
paradigm, recognising that knowledge is actively constructed by individuals through interaction with their
environment. The approach is qualitative, focusing on interpretation and descriptive results, and with the
aim of investigating the impact of cooperative learning on reading comprehension skills in English, the
inductive method is applied.
From a population of 300 students divided into 8 parallel first year high school students, 39 students from
the first year of high school ‘G’ and 1 English teacher from a public school belonging to the urban area of
the city of Chone, with reported ages between 15 and 16 years old, were selected for convenience. 40% are
male and 60% are female. Forty percent are male and 60% are female. During the execution of the study,
they completed the 3rd trimester. They accepted the invitation to participate voluntarily in this study without
any payment or public recognition. The identity of the participants remains anonymous. The data obtained
in the research are kept in the custody of the research team and may only be used for academic purposes in
accordance with APA ethical guidelines.
Among the instruments used for data collection, an observation form was applied to students in class during
cooperative learning sessions to assess group dynamics, levels of participation and patterns of interaction
among students. A semi-structured interview was also conducted with an English teacher at the same school
to explore her perspectives on the effectiveness of cooperative learning in improving reading
comprehension skills.
as summarizing, generating questions, and monitoring comprehension. These strategies help students
actively interact with the text and monitor their understanding. In other instances, Hattie's (2009) meta-
analysis of educational interventions identified several strategies with high effect sizes for improving
reading comprehension, including reciprocal teaching, cooperative learning, and explicit instruction in
comprehension strategies. Snow, Burns, and Griffin (1998) showed a meta-analysis of studies on
vocabulary teaching and found that explicit vocabulary teaching contributes significantly to improving
reading comprehension.
METHODOLOGY
This educational research studies the influence of cooperative learning on the development of reading
comprehension in English in 15 and 16 year old students. Therefore, this study adopts a constructivist
paradigm, recognising that knowledge is actively constructed by individuals through interaction with their
environment. The approach is qualitative, focusing on interpretation and descriptive results, and with the
aim of investigating the impact of cooperative learning on reading comprehension skills in English, the
inductive method is applied.
From a population of 300 students divided into 8 parallel first year high school students, 39 students from
the first year of high school ‘G’ and 1 English teacher from a public school belonging to the urban area of
the city of Chone, with reported ages between 15 and 16 years old, were selected for convenience. 40% are
male and 60% are female. Forty percent are male and 60% are female. During the execution of the study,
they completed the 3rd trimester. They accepted the invitation to participate voluntarily in this study without
any payment or public recognition. The identity of the participants remains anonymous. The data obtained
in the research are kept in the custody of the research team and may only be used for academic purposes in
accordance with APA ethical guidelines.
Among the instruments used for data collection, an observation form was applied to students in class during
cooperative learning sessions to assess group dynamics, levels of participation and patterns of interaction
among students. A semi-structured interview was also conducted with an English teacher at the same school
to explore her perspectives on the effectiveness of cooperative learning in improving reading
comprehension skills.
pág. 5635
RESULTS
The data for this research has been collected by organising and explaining information about cooperative
learning in reading comprehension (Adnyana, 2014). The data have been directed to answer the problem
posed through qualitative research. For this purpose, observation and interview forms were used as
instruments. The researcher attended a total population of 300 students divided into 8 parallels of which 1
parallel was chosen that had 39 students from a public school in the urban area of the city of Chone who
participated in the observation. Data were then collected to accept or reject the corresponding hypothesis. .
ANALYSIS AND INTERPRETATION OF RESULTS
Active participation.
Table 1
Students actively participate in cooperative learning activities.
Valid Frequency Percent Valid Percent Cumulative Percent
It is always carried out 0 0.0 0.0 0.0
It is carried out occasionally 39 100.0 100.0 100.0
Not carried out. 0 0.0 0.0 100.0
Total 39 100.0 100.0 100.0
Table.2
Cooperates with classmates in solving problems related to reading in English.
Valid Frequency Percent Valid Percent Cumulative Percent
It is always carried out 39 100.0 100.0 100.0
It is carried out occasionally 0 0.0 0.0 100.0
Not carried out 0 0.0 0.0 100.0
Total 39 100.0 100.0 100.0
RESULTS
The data for this research has been collected by organising and explaining information about cooperative
learning in reading comprehension (Adnyana, 2014). The data have been directed to answer the problem
posed through qualitative research. For this purpose, observation and interview forms were used as
instruments. The researcher attended a total population of 300 students divided into 8 parallels of which 1
parallel was chosen that had 39 students from a public school in the urban area of the city of Chone who
participated in the observation. Data were then collected to accept or reject the corresponding hypothesis. .
ANALYSIS AND INTERPRETATION OF RESULTS
Active participation.
Table 1
Students actively participate in cooperative learning activities.
Valid Frequency Percent Valid Percent Cumulative Percent
It is always carried out 0 0.0 0.0 0.0
It is carried out occasionally 39 100.0 100.0 100.0
Not carried out. 0 0.0 0.0 100.0
Total 39 100.0 100.0 100.0
Table.2
Cooperates with classmates in solving problems related to reading in English.
Valid Frequency Percent Valid Percent Cumulative Percent
It is always carried out 39 100.0 100.0 100.0
It is carried out occasionally 0 0.0 0.0 100.0
Not carried out 0 0.0 0.0 100.0
Total 39 100.0 100.0 100.0