PBL as a knowledge enhancer in basic subjects of the Eloy Alfaro Basic Education Unit

Abstract

This study focuses on evaluating the perception of the impact of pedagogical strategies based on Project-Based Learning (PBL) in strengthening the teaching-learning process of basic subjects at the Eloy Alfaro Basic Education Unit. The objective is to analyze how PBL influences the perception of learning, motivation and participation of third-year basic education students in their educational process. The methodology used comprises a quantitative methods. Through the design of an operationalization of variables, a survey segmented into categories was created that systematically evaluates the perception of students regarding the use of PBL and its impact on strengthening the teaching-learning process of the basic subjects. The data collected and analyzed resulted in a positive perception about the implementation of PBL in the teaching-learning process, highlighting its potential to encourage aspects such as teamwork, motivation for learning, participation and a better assimilation of knowledge, generating a positive impact on student performance. The study concludes by indicating that PBL has a high potential to replace traditional teaching processes, providing both the teaching staff and the students with a more dynamic, functional and adaptable pedagogical strategy for various areas of study; however, it can increase the degree of complexity of the learning process.