The cooperative learning effects in the development of english reading comprehension in young learners

Abstract

The present research work had the purpose of indicating the effects of cooperative learning in the development of reading comprehension of the English language in the students of the ninth year of the Educational Unit "Olmedo- Pesillo" in the school year 2022-2023, with the objective of determining the effect of cooperative learning in the development of reading comprehension, whose structure was centered on the scientific, philosophical, pedagogical and legal foundation. The theoretical framework comprises topics and subtopics related to the independent variable, the cooperative learning method, and the dependent variable related to the development of reading comprehension. It is worth mentioning that the present study is based on the quantitativequalitative approach, descriptive in nature and supported by bibliographic and quasi-experimental research, the techniques and instruments used for data collection were the semi-structured interview that was applied to two teachers and the structured survey conducted to forty-six students and in the same way the application of the pre- and post-test with working groups of two and three students, As a result of the research it can be concluded 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, consequently it can be argued that the use of cooperative learning strategies emphasizes the active and positive interaction among students; therefore, it is recommended that teachers manage a system of cooperative learning techniques in the classroom and thus promote the development of reading comprehension and motivation to learn English.