Implementation of collaborative learning strategies to improve reading comprehension in university students

Abstract

Reading comprehension is crucial for academic success and the holistic development of students, as it allows for critical interpretation and analysis of texts in higher education. This study addresses the reading comprehension difficulties faced by first-semester students at the Universidad Estatal del Sur de Manabí and proposes collaborative learning strategies to enhance this skill. Using a quantitative, descriptive, and applied approach, data were collected through surveys of 50 students and 10 teachers. The results indicate that 80% of students believe collaborative strategies improve their reading comprehension, and the same percentage of teachers supports their effectiveness. However, significant barriers were identified, such as lack of resources (40%) and student resistance (30%). 50% of students regularly participate in collaborative activities, while 40% do so occasionally. The study concludes that, despite the positive reception and effectiveness of collaborative strategies, their success is conditioned by these challenges. It is recommended to strengthen support and ongoing training for both teachers and students, as well as to develop institutional policies to ensure resource availability. This analysis provides practical recommendations to optimize the teaching-learning process and overcome the identified barriers.