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Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Aprendizaje cooperativo en aulas rurales multigrado de educación primaria: una revisión sistemática.

Cooperative learning in multigrade rural primary school classrooms: a systematic review
Publicado
2026-10-19
Contexto: Las aulas rurales multigrado agrupan a estudiantes de distintos grados, edades y trayectorias bajo la conducción de un solo docente y demandan estrategias que conviertan la diversidad en recurso pedagógico. Objetivo: Analizar la evidencia científica empírica sobre el aprendizaje cooperativo y la interacción entre pares en aulas rurales multigrado de educación primaria. Método: Se desarrolló una revisión sistemática conforme a PRISMA 2020, con búsquedas en Scopus, Web of Science, SciELO y ERIC. Se incluyeron 25 estudios publicados entre 2022 y julio de 2026. Resultados: Predominaron los diseños cualitativos, la evidencia de seguimiento prolongado y de efectos sostenidos fue limitada y la producción se concentró en Iberoamérica, Sudáfrica y Turquía. La cooperación estructurada mostró resultados favorables situados: la tutoría entre pares se asoció con mayor autoeficacia académica en una muestra rural mixta; como evidencia externa al multigrado, un cuasiexperimento de séptimo grado mostró una diferencia grande en desempeño en inglés. Los profesores consideraron el trabajo cooperativo la principal ventaja del multigrado y su mediación constituyó una condición decisiva. Se identificaron dificultades relacionadas con formación, recursos, conectividad y respaldo institucional. Conclusiones: El aprendizaje cooperativo resulta viable cuando incorpora estructura deliberada, materiales multinivel, mediación docente y respaldo institucional.
Context: Rural multigrade classrooms bring together students of different grades, ages, and educational backgrounds under a single teacher and require strategies that turn diversity into a pedagogical resource. Objective: To analyze empirical scientific evidence on cooperative learning and peer interaction in rural multigrade primary classrooms. Methods: A systematic review followed PRISMA 2020, with searches in Scopus, Web of Science, SciELO, and ERIC. Twenty-five studies published between 2022 and July 2026 were included. Results: Qualitative designs predominated, evidence of prolonged follow-up and sustained effects was limited, and research was concentrated in Ibero-America, South Africa, and Türkiye. Structured cooperation showed favorable context-specific results: peer tutoring was associated with higher academic self-efficacy, in a mixed rural sample; as evidence external to multigrade classrooms, a seventh-grade quasi-experiment showed a large difference in English performance. Teachers considered cooperative work the main advantage of multigrade classrooms, and teacher mediation was a decisive condition. Challenges involved training, resources, connectivity, and institutional support. Conclusions: Cooperative learning is feasible when it incorporates deliberate structure, materials tailored to multiple grade levels, teacher mediation, and institutional support.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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