Digital Competence And Cooperative Learning In High School Students

Abstract

The aim of the study was to determine the intrinsic relationship between constructs such as digital competence and cooperative learning. In order to achieve this goal, a basic non-experimental and correlational design methodology was chosen, with the purpose of examining the connections and patterns of association between these two constructs. The data collection instrument adopted was a questionnaire applied to a representative sample of 215 high school students at an educational institution in Lima. The findings highlight that, in relation to digital competence, 60.0% of the participants demonstrated a "good" level, while 39.5% were at the "fair" level. Regarding cooperative learning, 89.3% of students exhibited a "good" level, and 10.7% were at the "regular" level. The results indicate that there is a positive and significant association between cooperative learning and digital competence, suggesting that a higher level of digital competence is related to an improvement in the level of cooperative learning of students. Highlighting the importance of promoting digital competence as a contributing factor to the development of cooperative learning in secondary school students. Thus, the study offers a breakthrough in the understanding of how these two interconnected educational variables can act synergistically to promote the integral development of students in the context of secondary education.