COLLABORATIVE LEARNING TO PROMOTE ACADEMIC PERFORMANCE IN STUDENTS WITH SENSORY DISABILITIES

Abstract

This research aimed to analyze the effect of collaborative learning on the academic performance of students with sensory disabilities. Using a quantitative approach and a quasi-experimental design, the instruments used were a pretest to observe baseline academic performance and a posttest after the research to determine how students' collaborative learning had improved. The sample was formed using a convenience method. The sample consisted of six students with sensory disabilities from the Distance and Online Education Unit.. Knowledge pretests and posttests on ACS were conducted, alongside a questionnaire outlining the principles of collaborative learning, all of which were examined through descriptive analysis. It is important to note that the pretest yielded an overall mean below 50%, indicating the need for collaborative strategies; the posttest, in turn, showed a 2 % increase in scores, with a high probability (99 %) that participants would acquire greater knowledge of ACS and its application. The questionnaire reflected the principles of collaborative work: individual and team accountability, positive interdependence, team internal assessment, team management, and promotive interaction, with team management and promotive interaction identified by students as the most relevant. Ultimately, collaborative learning demands the strengthening of collaboration competencies to foster the participation of all students and promote academic success.