Aprendizaje cooperativo en Educación Física escolar chilena: caracterización de su desarrollo y diferencias según nivel educativo, curso y sexo

Introduction: Cooperative learning has become a relevant methodology for promoting holistic development, inclusion, and social interaction in Physical Education; however, its implementation is not always balanced across its different components and school contexts. Objective: To characterize the level of development of cooperative learning in Chilean school Physical Education, considering differences according to educational level, grade, and sex. Methodology: A quantitative, non-experimental, descriptive-comparative, and cross-sectional design was conducted with the participation of 1,033 primary and secondary school students from 15 schools across five regions of Chile, who completed the Cooperative Learning Questionnaire (CLQ). Results: The findings show an overall favorable implementation, with individual accountability as the most developed dimension, while social skills and group processing present the lowest levels. Significant differences were observed according to educational level, grade, and sex, with a decline in the first year of secondary school and a subsequent recovery in higher grades, as well as a higher valuation by female students in interactive and communicative dimensions of cooperative learning. Discussion: The results reveal a predominance of individual accountability over relational dimensions, suggesting partial implementation. Differences by sex and the decline in the first year of secondary school reflect the influence of sociocultural and developmental factors within the school context. Conclusions: Cooperative learning shows a favorable but heterogeneous development, highlighting the need to strengthen relational dimensions to achieve a more balanced implementation.Principio del formulario