Innovation in classroom management through collaborative learning among ninth-grade students

Abstract

The objective of this research was to analyze innovation strategies in classroom management oriented toward fostering collaborative learning among ninth-grade students at the Manabí Tecnológico Educational Unit. A mixed approach was chosen, with a sample consisting of 10 teachers and 87 students from two ninth-grade classrooms. Surveys were administered to students to identify aspects related to collaborative learning and assess their pedagogical needs, which prevent them from applying innovation 100% in the classroom. Teachers were interviewed to gain a deeper understanding of their perspective and experience of classroom management, to verify which innovation strategies they apply and what their limitations are in carrying out collaborative and innovative work. The teacher observation form served as complementary material to understand the results obtained in a more specific way. Among the most relevant results, only 40% of students report frequent use of active methodologies, the distribution of collaborative tasks is adequate for 77%, and 91% of students consider collaborative innovation in classroom management necessary to improve participation and group learning. Therefore, a pedagogical proposal focused on classroom management is presented. Teachers have adequate training, but despite applying active strategies, traditional management systems still predominate. It is evident that teachers apply methodologies such as gamification, flipped classrooms, and group project-based learning, as well as active and collaborative participation.

Keywords: collaborative, learning, innovation, pedagogical, management.