Evaluación del aprendizaje basado en proyectos para el desarrollo de competencias investigativas en básica media

The present study aimed to evaluate the impact of project-based learning (PBL) on the development of research competencies in students at the middle basic sublevel in Ecuadorian educational institutions. The research adopted a quantitative approach, descriptive-correlational type with a non-experimental cross-sectional design. The sample consisted of 247 students from fifth, sixth, and seventh grade of general basic education from four educational institutions located in the province of Guayas, Ecuador. A structured 28-item questionnaire with a five-point Likert scale was applied, previously validated by expert judgment with reliability determined through Cronbach's Alpha coefficient of 0.91. Results showed that 68.4% of students who participated in PBL experiences achieved adequate or outstanding levels in research competencies, compared to 31.6% who were at initial or in-process levels. Statistically significant differences were identified in the cognitive, procedural, and communicative dimensions between groups with greater and lesser exposure to PBL (p < 0.05). It is concluded that PBL constitutes an effective pedagogical strategy to promote the development of research competencies from the early stages of school education