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Collaboration among students is fundamental for knowledge building andcompetency development. Yet, the effectiveness of student collaboration dependson the extent that these interactions occur under conditions that favorcommitment, trust, and decision-making among those who interact. The sanitarysituation and the transition to emergency remote teaching have added newchallenges for collaboration, mainly because now, Information and CommunicationTechnologies mediate students' interactions. This study first explores theeffectiveness of different collaborative relationships on physics from a sampleof secondary students from two schools located in rural and urban areas insouthern Chile. We used Social Network Analysis to map students' academicprestige, collaboration, and friendship ties. We define a strong association iftwo students are declared mutually as friends. Using multiple linear regressionmodels, we found positive effects of collaboration on grades, particularlyamong students working with friends (strong ties). Then, the second studycorresponds to a quasi-experiment on four classes at the analyzed urban schoolduring the following academic year. Here, students attended hybrid sessions totest whether the effects of collaboration found on the first study were stablethroughout two semesters. Following the same procedures as in the exploratoryphase, we found that the initial effects of collaboration on grades arenegative for all collaborative variables, while strong working ties affordacademic gains later into the year. These results contribute to the literatureof collaboration in physics education and its effectiveness, taking intoaccount social relationships and the needed time for developing beneficialcollective processes among students in the classroom.

Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics