Group teaching strategies to enhance learning in technical baccalaureate students of the 15 de Agosto Educational Unit

Abstract

Introduction. The teaching-learning process in technical high school students faces numerous challenges, including lack of motivation, limited interaction between students, and the disconnect between practical and theoretical learning. This results in low levels of academic performance and insufficient preparation for the work environment. Objective. The general objective of this research was to demonstrate that the learning of technical high school students of the 15 de Agosto Educational Unit, under the implementation of group teaching strategies, fosters interaction, teamwork, and the development of technical and socio-emotional skills. The central problem identified was the lack of integration of collaborative methodologies that connect theoretical learning with practical and social skills, which affects students' academic performance and job preparation. Methodology The research used a quasi-experimental design, with a descriptive and correlational approach, and collected data from a sample of 120 students organized into three classrooms. During the second quarter of the 2024-2025 school year, all subjects implemented structured group activities. The information was analyzed using statistical tools, including the calculation of Cronbach's Alpha (0.815) and significant correlations. The results highlighted a moderate positive correlation (r = 0.525) between group strategies and collaborative learning, and a strong relationship between effective communication and problem solving (r = 0.811). It is concluded that group strategies significantly promote collaborative learning and develop socio-emotional skills, recommending strengthening communication, structuring activities and optimizing educational technologies to maximize pedagogical impact. General area of ​​study: Education. Specific area of ​​study: Technical Vocational Training. Type of article: Original.