Efectividad de las estrategias de Aprendizaje Cooperativo en la mejora del rendimiento académico en estudiantes de Primaria

The traditional educational model is criticized for its one-way approach, promoting the use of active methodologies such as Cooperative Learning, which promotes collaboration, responsibility and student development. The strategy has been shown to improve both academic performance and emotional and social skills. Therefore, the objective of this study was to analyze the effectiveness of CA strategies in improving the academic performance of primary school students. The systematic review of the literature was carried out based on the PRISMA method and the query was carried out in academic databases such as Scopus, ERIC, Scielo, Dialnet and Google Scholar, with a search path built with key terms and Boolean operators. The included studies were selected according to specific criteria such as being published between 2020 and 2025, in English or Spanish, having peer review, and showing evidence on the objectives set for the review. The analysis of the 17 articles reveals that, firstly, the most common strategies in CA include the puzzle-based strategy or its similar the puzzle, peer-to-peer learning through tournaments or discussion groups and the use of digital tools, which favor active participation and the development of social skills. cognitive and communicative, as long as they are adapted to the educational context. Secondly, the implementation of cooperative strategies significantly improves academic performance, both in quantitative and qualitative aspects, fostering a deeper understanding of the content and greater commitment on the part of students. Finally, key factors for the success of CA are identified, such as teacher training, adequate planning, a collaborative classroom environment, and the support of institutions, which are essential to ensure its effectiveness.