DOI: 10.3886/e210361
title: Impact of Collaborative Teaching and Multidisciplinary Projects on Learning and Participation of Pre-University Students in Southeastern Spain (2024)

description: This study examines the effects of collaborative teaching (co-teaching) and multidisciplinary projects on learning outcomes, motivation, and participation among pre-university students in Southeastern Spain, specifically focusing on students aged 13 to 17 years enrolled in Compulsory Secondary Education (ESO). The research responds to a growing need for innovative teaching methodologies that address diverse student needs and foster inclusive learning environments.The project integrates multiple subjects, including Mathematics, Physics, Computer Science, Art (Drawing), and Technology, aiming to enhance student engagement and comprehension through real-world applications and interdisciplinary connections. Collaborative teaching here involves teachers from different disciplines planning, instructing, and assessing students jointly in a shared project environment, with the objective of boosting academic performance and active participation in class.Findings indicate that co-teaching and multidisciplinary projects not only improve students' academic outcomes but also reduce absenteeism, increase classroom participation, and contribute to a more positive and inclusive learning atmosphere. Key indicators include academic grades, self-reported learning experiences, and engagement metrics, underscoring the potential of co-teaching to promote meaningful learning and increase student motivation.
description: No weights were applied in this data collection
description: Response Rates: Of the 60 students contacted, 50 completed the survey, resulting in a response rate of 83.33 percent
description: Presence of Common Scales: Several Likert-type scales were used<br><br>(1, Strongly Disagree; 2, Disagree; 3, Neutral; 4, Agree;5, Strongly Agree)<br>(1, never; 2, rarely; 3, occasionally; 4, frequently; and 5, very frequently).
description: Convenience sample of students enrolled in Compulsory Secondary Education (ESO) in Southeastern Spain who participated in collaborative and multidisciplinary project-based learning activities
description: Students aged 13 to 17 enrolled in Compulsory Secondary Education (ESO) in Southeastern Spain in 2024. Smallest Geographic Unit: Region (Southeastern Spain)
description: cognitive assessment test; mail questionnaire; The data collection was conducted through a structured questionnaire administered to students in Compulsory Secondary Education (ESO) in Southeastern Spain. Data were collected electronically to ensure accuracy and facilitate data processing. Responses were anonymized to protect the privacy of participants. Each participant's responses were automatically coded into a machine-readable format for ease of analysis.In addition to demographic information (age, gender, parental education and occupation) and questions regarding students' experiences, motivation, and attitudes towards collaborative and multidisciplinary project-based learning, the dataset also includes students' academic performance results. These academic results provide a quantitative measure of learning outcomes, allowing for a comprehensive analysis of the impact of collaborative teaching and project-based learning on student achievement.The dataset is organized in a tabular format, with each row representing an individual student and each column representing a survey item or academic performance metric. Quality control measures included data validation procedures to identify incomplete or inconsistent responses, which were either corrected or excluded from the final dataset.