Cooperative Learning and Sociolinguistic Competence

Abstract

The main objective of this research is to describe the relationship between cooperative learning and students' sociolinguistic competence. In addition, it had a quantitative approach in order to understand the behavioral patterns of a phenomenon within a population. It was descriptive research where a survey was created to be applied to 61 participants. The survey had 21 questions that were related to cooperative learning activities and markers that are within sociolinguistic competence. Once the survey was created, Cronbach's Alpha was applied to determine the level of reliability of the instrument, and it was also validated by a group of 4 experts on the subject. The survey was applied to the first, second and third years of high school, each participant answered the survey from their academic experience in cooperative learning activities and through the chi-square it was demonstrated that the alternative hypothesis was accepted. Finally, after data analysis, it was concluded that there is a positive relationship between cooperative learning and sociolinguistic competence. Likewise, it was found that teachers carry out more activities such as Three-Step-Interview, Rally Robin, and Think-Pair-Share while they almost do not carry out activities such as Numbered Heads and Timed-Pair-Share within the classroom.