Ciencias Humanas y de la Educación

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Subject: search.filters.subject.COLLABORATIVE LEARNING

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    Shared Reading Strategy and Vocabulary Acquisition
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Chimba Ronquillo Cristian Xavier; Iza Pazmiño Sarah Jacqueline; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This research work involved seventh-grade students at Unidad Educativa Santa Mariana de Jesús. The primary objective was to evaluate how this shared reading strategy could contribute to vocabulary development in young students. The study included a population of 26 students, both male and female, aged between 10 and 12. All students participated in the research, which provided specific and real-world data for analysis. A field research approach was used to understand the real challenges students face in vocabulary learning. Furthermore, a pre-experimental design was implemented to structure the interventions and control variables, ensuring more accurate results. Therefore, this research presented measurable quantitative results. During the classes, the shared reading strategy was implemented, combining guided teaching with pair work. The teacher first introduced reading strategies to facilitate student’s understanding, including interactive activities and vocabulary comprehension. This was followed by student collaboration through rereading, encouraging teamwork and active participation. To measure the strategy's effectiveness, the Cambridge Pre-A1 Starters Test was used. A pretest assessed students' initial vocabulary and reading comprehension, while a posttest evaluated progress following the interventions. The results of the assessments were graded on a 10-point scale. Finally, a significant improvement in vocabulary acquisition was demonstrated. All students completed both assessments, and the Wilcoxon signed-rank test was used due to the non-normal distribution of posttest scores. Statistical analysis confirmed a positive impact of the shared reading strategy. The findings support shared reading as an effective approach for enhancing students' vocabulary acquisition, emphasizing the value of guided and collaborative practices in language teaching.
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    Collaborative learning and reading comprehension
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel Xavier
    The current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.