Project-based learning and its impact on the academic performance of middle school students

Richard Eduardo Sánchez Bravo; Jorge Armando Zambrano Andrade; María Elizabeth Zambrano Cornejo; Jaime Darío Santos Loor

doi:10.21744/ijss.v4n4.1793

Authors

Richard Eduardo Sánchez Bravo
rsanchez9118@pucesm.edu.ec
Pontificia Universidad Católica del Ecuador, Manabí Headquarters, Chone, Ecuador
Jorge Armando Zambrano Andrade Pontificia Universidad Católica del Ecuador, Manabí Headquarters, Chone, Ecuador
María Elizabeth Zambrano Cornejo Pontificia Universidad Católica del Ecuador, Manabí Headquarters, Chone, Ecuador
Jaime Darío Santos Loor Unidad Educativa Eugenio Espejo, Chone, Manabí, Ecuador

Keywords:

academic performance, education, knowledge, methodology learning, project-based learning

Abstract

The adoption of active methodologies in the teaching-learning process allows the main actors of education to transform the classroom into scenarios of real experiences of learners. This research aims to analyze the Project-Based Learning methodology and its impact on the academic performance of middle school students. In this research, several methods were applied, including the qualitative documentary bibliographic review, the inductive-deductive method, allowing to identify the characterization of project-based learning, in addition, the academic results of the students of basic secondary of the Educational Unit “Aurelio Salazar”. As result, it was obtained that Project-Based Learning is an active methodology of current education where the teaching process is innovated, the academic performance of 62 students who attended the 2020-2021 school year was analyzed.

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