Resumo

AVALOS ZARATE, Santos Angelita; DURAN LLARO, Kony Luby  e  POLO PALACIOS, Alejandro Antonio. Virtual collaborative learning as a strategy to improve written argumentation in high school students. Tribunal [online]. 2025, vol.5, n.11, pp.141-157.  Epub 01-Abr-2025. ISSN 2959-6513.  https://doi.org/http://doi.org/10.59659/revistatribunal.v5i11.147.

This study contributes to the Sustainable Development Goal (SDG) of Quality Education by analyzing the impact of virtual collaborative learning on the development of argumentative text production in high school students in Trujillo, Peru. The main objective was to evaluate how this methodology influences the development of writing skills. A quasi-experimental design with a quantitative approach was used, with a sample of 70 students distributed in an experimental group and a control group. Through pretest and posttest questionnaires, a proposal based on virtual collaborative learning was implemented for the experimental group. The results, evaluated with the Wilcoxon test, revealed a significant improvement in the production of argumentative texts. In the experimental group, the percentage of students with a high level of textual production increased from 17.14% to 65.71% after the intervention. In conclusion, virtual collaborative learning proved to be an effective tool to enhance writing skills in high school students.

Palavras-chave : Collaborative learning; Strategies; Written argumentation.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )