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

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.