Do cooperative learning and family involvement improve variables linked to academic performance?

Area of Science:

• Educational Psychology
• Socio-educational Interventions

Background:

• High school failure rates in Spain's Compulsory Secondary Education (CSE) present a significant challenge.
• Existing educational approaches require enhancement to address academic performance issues.

Purpose of the Study:

• To evaluate a socio-educational program's impact on academic performance variables.
• To investigate the influence of cooperative learning and family involvement.
• To compare program effects on retained versus non-retained students.

Main Methods:

• A quasi-experimental design with pre-testing and post-testing was employed.
• The study included 146 students in the experimental group and 123 in the control group.
• Teacher and parent/family member participation was documented.

Main Results:

• The program positively influenced self-image, study habits, and subject satisfaction.
• Maternal support, control, and school-related opinions also showed improvement.
• Non-retained students demonstrated superior outcomes compared to retained students.

Conclusions:

• Cooperative learning strategies positively impact key academic performance indicators.
• Active family involvement in education is crucial for enhancing student outcomes.
• The program demonstrates potential for reducing school failure rates in CSE.