Influence of Collaborative Strategies on Reading Self-Efficacy and Academic Performance in University Students of the School of Fisheries Engineering (#1859)

Authors

Bellodas Hurtado, Mary Dorys

Mendoza Delgado, Raphael Santiago

García Cruz, Josefina Arimatea

Cámac Tiza, María Maura

Mora Santiago, Ruben José

Delgado Baltazar, Marisol Paola

Rivera Rojas, Claudia Noemí

Abstract

The objective of this study was to determine the influence of collaborative strategies on reading self-efficacy and academic performance in university students at the School of Fisheries Engineering. An applied, pre-experimental methodology was used, with 27 students participating as the experimental group. Instruments such as the Reading Self-Efficacy Test, the Collaborative Strategies Intervention Model, the Collaborative Performance Rating Scale, and the Academic Performance Questionnaire were used. The results showed significant differences between the pre- and post-tests in reading self-efficacy (t = 27.74∗∗ ̸= 29.27∗∗), as well as in its dimensions: decoding and reading fluency (t = 28.55∗∗ ̸= 33.67∗∗ , p < 0.01) and comprehension (t = 44.54∗∗ ̸= 47.08∗∗ , p < 0.01). In conclusion, the collaborative strategies intervention model has a significant effect on reading self-efficacy and academic performance, validating the effectiveness of the experimental program in university students of Fisheries Engineering.