Ambiente constructivista de aprendizaje y relevancia de tareas en educación básica media

This study analyzes the relationship between the constructivist learning environment and the relevance of academic tasks among middle school students, addressing the need to understand how active participation, collaboration, and meaningful pedagogical strategies influence students’ perceptions of usefulness, formative value, and contextual application of school activities. The research aimed to describe the levels of the constructivist learning environment, identify students’ perceptions of task relevance, and determine the relationship between both variables to guide strategies that promote meaningful learning. A quantitative, non-experimental, cross-sectional, and correlational design was applied to a sample of 223 students, using two instruments specifically developed and validated for this study, which demonstrated excellent internal consistency (α = 0.987 and α = 0.988). Results revealed medium overall levels for both variables, although specific dimensions showed low values. Additionally, a very high and significant positive correlation was identified between the constructivist learning environment and task relevance (r = 0.905; p < 0.01), indicating that greater presence of constructivist practices in the classroom is associated with stronger perceptions of meaning, usefulness, and contextual coherence of academic tasks. The study concludes that promoting participatory environments, open methodologies, and authentic tasks is essential to enhance student motivation, engagement, and deep learning in middle school education.