Volume 24 - Issue 1 (2020)

[Link]

Project-based Learning Strategy: An Innovative

Proposal for Local Education System

María Mercedes López López

Pontificia Universidad Católica del Ecuador, Portoviejo, Ecuador

Hilarión Vegas Meléndez

Pontificia Universidad Católica del Ecuador, Portoviejo, Ecuador

María Rodríguez Gámez

Universidad Técnica de Manabí, Portoviejo, Ecuador

Abstract---The educational and professional approach leads the individual to

create strategies that allow them to develop knowledge in an active way, in order to
trigger solutions to a problem. The purpose of this research is to study Project
Based Learning (ABP), as an innovative proposal for the Local Education System,
valuing the need that students have, to form meaningful learning in them, with
critical, analytical and reflective thinking. The cognitive process also influences the
application of ABP, such as the development of emotional intelligence that is part
of the competencies and skills, which the teacher must encourage, to strengthen
life expectancy, the training process, and the social environment. The applied
methodology was carried out, by means of the field study, the direct observation,
that in a qualitative and quantitative way, the educational institutions of Manta
were studied, surveying thirty-four teachers and one hundred and forty-three
students, to give precision, efficacy and efficiency to the results, the deductive-
inductive, heuristic methods, induced that according to the applied surveys, it can
be known that 29% of teachers use the project-based learning methodology,
evidencing that 38% of students develop critical, analytical and reflective thinking
through meaningful learning. As for the students, it was evidenced by 28% that
when carrying out a project they are interested in knowing the study problem.
Keywords---education system, innovation, learning, methodological strategy,
project.

Introduction

Education is a formative process that allows the individual to display cognitive capacity,
intellectual knowledge, the development of skills, abilities, and strengthening of values, leading
to emotional intelligence. The exordio of the investigation denotes necessary aspects that the
Local Educational System (SEL), must make present to the innovative pedagogical
methodologies. To talk about innovation is to lead to a strategic approach to the learning
methodologies that Mineduc has implemented to improve education, however, it needs
strengthening that allows the teacher a continuous training, for the preparation of the
challenges of project-based learning (ABP), being essential to have references that incites to
know the educational system at country level.

Corresponding author: López, M.M.L. [Link]@[Link]

Manuscript submitted: 09 Nov 2019 | Manuscript revised: 27 Dec 2019 | Accepted for publication: 08 Jan 2020
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For Didridksson (2017), from the National Autonomous University of Mexico (UNAM)
“Educational change in Finland”, describes that the educational system of that country
prioritizes the assurance of teaching work, based on professional dignity, social respect, which
values the profession as a career for a lifetime, giving positive results to society. The teacher
training in that country focuses on both professional and personal academic competences,
where the educator manages the learning process itself, to provide teaching with educational
skills, which generates a theory according to the areas of study, motivating the knowledge of
the pedagogical content and the didactics of the different subjects, according to the practice
based on other methodologies. At the International University of La Rioja, they have dealt with
the topic “Japan: a study of their educational system” here it is pointed out that the Japanese
system bases three essential pillars in education: knowledge, morals and respect, the same
ones that develop personality, internalizing the moral principles in learning, according to the
code of coexistence, which is applied to the formation of values, standardizing discipline,
feelings for the formation of culture and respect for the Japanese mentality (Mosquera, 2017;
Mantra & Widnyana, 2019; Mendoza et al., 2019).

In that region an essential role is shown in the educational framework, that is to say, that they
develop the learning potential in values and in a project-based training, relating social life to
the acquired knowledge. Taking this educational reference, it can be said that the Ecuadorian
educational system needs to strengthen values so that a different expectation of knowledge is
projected, which relates to the learning obtained with the quality of life in society. The
educational system of Colombia, allows the student to integrate into the community,
depending on age and skills, in order to seek personal fulfillment and integration of the social
fabric through the inclusive academic itinerary (Beltrán, Martínez, & Vargas, 2015). Despite
the educational management of that country, education is aimed at methodological programs
that strengthen knowledge, as in Ecuador, one of the innovations of both countries should be
project-based learning. According to Cobo & Valdivia (2017) of the University Teaching
Institute (PUPC), they allude that project-based learning is a methodology that is developed to
work collaboratively, in order to propose proposal solutions to a given problem.

It is necessary to indicate that this strategic learning methodology has allowed the Peruvian
education system to work cooperatively and collaboratively, both in the planning of teamwork
and in the fulfillment of the objectives and goals, making the student improve the quality of
social and educational life. Taking as a reference the theme of School Projects and learning for
life in the development of the curriculum of Middle Basic General Education, developed at the
Simón Bolívar Andean University, education should be focused on project-based learning, as it
is a useful tool that allows meaningful knowledge in students, through integral education
(Enriquez & Herrera, 2019; Rusmini et al., 2018; Sulaeman et al., 2018). Project-based
learning in Ecuador is a proposal that is oriented to the training of students, in the
development of the quality of life for society, although this methodological strategy has been
implemented, it is not properly applied, that meets the expectations of knowledge and in the
context that students must have to connect to the reality of the educational, social and work
environment within the classes taught by teachers. The teaching and learning based on
projects, takes advantage of the use of technology in the competences of the student, through
an interdisciplinary competence integrating the levels of the educational component,
articulating the training in cognitive contributions, skills, and empirical expertise, for the
interaction between the individual, society and the identification of problems with solutions,
which articulates the triangulation of the integrated system between student, teacher and
research (Bazurto, Muñoz, & Loor, 2017). The ABP, being a methodological learning strategy
for innovation in education, was carried out under the inductive, deductive methods; In
addition, the emphasis was placed on the field study, allowing a qualitative and quantitative
analysis with the use of the heuristic method. The research aims to study the project-based
learning strategy, as an innovative proposal for the Local Education System, a methodology
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that allows students to acquire skills in knowledge and skills, which today is the key to work
and professional success.

Materials and Methods

The research had as a basic modality, the field study through direct observation, to know the
application of the ABP, in the educational institutions of the city of Manta, which is a
qualitative and quantitative way was inferred in the institutional quality. The deductive-
inductive methods established in the general study were applied to the particular; The
heuristic method for the search for solutions in educational quality, the dialectical method,
was part of this research through the communication of rectors and vice-rectors of the
educational units. As for the materials, it was evidenced through surveys applied to teachers
and students electronically (Forms Office); The technology was used for the elaboration of
graphic organizers, emphasizing that the ABP is a learning methodology that contributes to the
critical, analytical and reflexive development of the students. The sample for the application of
the survey was determined with the equation (1)

𝑍 2 𝑝.𝑞.𝑁
𝑛= (1)
𝑁𝑒 2 +𝑍 2𝑝.𝑞

Where:
n  Sample size 182
Z Confidence level 1.96 (95%)
p Positive variable 0.50
q Negative variable 0.50
N Population size
e Accuracy of error 5% (0.05)

To know precisely the number of respondents of teachers and students, table 1 was
established.

Table 1. Accuracy of teachers and students surveyed

Population Sample
Institutions Number of Number of
teachers students n = 182
1 15 175 Teachers: 34
2 10 40 Students:148
3 15 40
4 10 40
50 295
Source: Own elaboration based on the data taken in the educational institutions of the local
system.

The local education system

Despite the difficulties that exist in education in Ecuador, UNESCO shows that teaching has
improved in Language, Science and Technology, however, the reality in the educational
institutions of Manta are different; Not all of them apply methodological learning in a strategic
way that motivates the student to have an educational quality (Ministry of Education, 2017). It
has been observed that in District 13D02 Jaramijó - Manta - Montecristi, educational
institutions require strengthening for the implementation of methodological learning strategies,
which affects the development of skills, abilities, cognitive processes and competencies that a
student You must get in the study process. It is necessary to emphasize, how other countries
have developed educational quality, for example, Finland has had the key to success, through
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technical/professional training, prepare the student for life; teacher training is another key to
success in that country, for continuing education, in teacher training, which helps the system
to work fully, whether for autonomy, self-evaluation, the development of the skills of educators
as of the students, motivating them to develop the cognitive processes in the skills and abilities
(Stanley, 2016; Indriana, 2019; Kusumayanti & Dewantari, 2017).

The strategies employed by that country at the level of learning begin in preschool until
university education, being in basic education, where they begin to prepare students for life,
with freedom, values , and vocational guidance, leading to students, have insight into problem
situations and solutions, attention in solving a situation, through an initiative, taking into
account the criteria, analysis and reflection, to achieve the objectives. The local education
system, when implementing learning strategies, must commit teachers to compulsory
continuous training, where the evaluation is permanent, for the contribution of Ecuadorian
educational quality. This would allow students to obtain a better academic background.

The education system and methodological learning strategies

he Ecuadorian education system has become part of the innovation of methodological learning
strategies, taking as an initiative the school projects (PE), which leads to tasks and strategies,
which the teacher must encourage the student to perform, as a learning process flexible and
playful, to solve a problem, under the proposal of an assigned theme of interest. The EP, is
accentuated to interactive learning, where it prioritizes team participation, on a topic of
common interest, is applied under the project-based learning methodology, as an
interdisciplinary approach, which allows the stimulation of learners, through a collaborative
work, research and generator of social skills (Ministry of Education, 2019). The methodological
strategy of the EP has been adjusted to student-centered learning, in order to promote
research and integration of students, before the participation of the educational community in
the promotion of entrepreneurship, interdisciplinarity through innovation, which is Applied in
the elementary, middle and upper secondary (EGB) sub-levels). Figure 1 shows the school
project (PE) - methodological learning strategy, also how school projects issued by the local
education system employs active and dynamic training for students as well as teachers.
Educators must provide students with interactive, collaborative learning through an
interdisciplinary product preparing them for life in order to acquire commitment, cooperation
through tasks and topics of interest.

Figure 1. School Project (PE) - methodological learning strategy

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The ABP, started with constructivism, Dewey relates active and study learning to the close
relationship of the real context, emphasizing the social environment, which relates life and
education; Kilpatrick defines education by projects as the scope of the objectives through an
action-oriented to the social context, analyzing the problems or situations of society (Panjón &
Tigre, 2017). Through this learning methodology, students plan their own research activities,
allowing the student to work them in all subjects, that is, they can apply projects in Natural
Sciences, Social Sciences, Language and Literature, Artistic Cultural Education and even in
Mathematics, Language Foreign and Physical Education. An ideal EGB-Preparatory project is
to unify all subjects linking the educational community to the age of the children; As for the
EGB - Elementary and Media they can be applied through interactive and playful games and
the EGB - Superior, they can already implement basic research notions.

Regarding the Baccalaureate, the Student Participation Program (PPE), seeks to raise
awareness of the problems of the educational community and the expanded community,
through interdisciplinary educational ventures, which commit students to work collaboratively
and cooperatively in the development of skills, perseverance, and communication, under the
application of project-based learning (Ministry of Education, 2019). It is necessary to
emphasize that the EPP, through projects helps to identify a problem, activating previous
knowledge, allowing to work in a collaborative and cooperative way to reach the solution of the
problem. Within the development of life skills, students generate skills such as empathy,
feeling and imagining, what another person needs, emotionally unfolding leaving behind
judgments and fears, respecting the differences of others. The PPE, to have an institutional
coordinator, in each of the Educational Units, in order to plan, guide and advise the
responsible teachers, socializing the students to work collaboratively, sought a solution to the
problem raised. The Student Participation Program also relates to the exit profile of the
Ecuadorian bachelor, strengthening teamwork, in a responsible and social way, consolidating
project-based learning to cooperation and peaceful coexistence between peers. On the other
hand, the ABP through the PPE channels the creative and expressive abilities of the students,
being part of concrete actions under a vision of social reality and the construction of effective
strategies for the prevention and solution of a problem (Ministry of Education, 2019).

The PPE, when working with the ABP methodology, fosters in students, innovative capacities
that lead to a cognitive process of reflection and expression for the construction of
interdisciplinary educational ventures, strengthening research, collaboration, and active
participation capacities. Among the fields of action that apply in Student Participation Program
are coexistence, healthy life, cultural art, environment and technological innovation. The
learning cone that shows the PPE, based on ABP, arises in the design, analysis, creativity of
teachers towards learners. The teacher plays a fundamental role in the learning situation, this
program allows you to carry out projects solving difficulties and controlling the pace of work to
achieve success and evaluate the results. In Figure 2. It shows the constructive process that
allows the PPE, of how it helps to identify a problem, how it can help to be part of the solution
as an incentive for the quality of life.
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Figure 2. Construction process of the Student Participation Program (PPE)

Methodological strategies in learning and technology

Learning methodologies are linked to technology, enabling it to be innovative and interactive

for students, it is noteworthy to characterize that these strategies favor the cognitive, affective
and psychomotor procedure path, developing fundamental bases in the critical, analytical and
reflexive thinking that It is the essence for the resolution of problems that are in the
environment and that every time increases with the educational Tics. The educational
strategies help the teacher to have innovative resources at the time of imparting knowledge to
the students, take the integral language as part of the avant-garde attitude, where research
and technology are didactic resources for the stimulation of meaningful learning, transforming
into pedagogical innovation (Cruz, Criollo, & Raffo, 2017). Currently, digital technology is
covering the field of education and linked to project-based learning is focusing on an
innovative strategy for teaching-learning. There are eight methodological learning strategies
that motivate the teacher to be innovative. The methodological strategies are linked in the
application of methods, techniques, and procedures that allow systematizing representative
transformations in cognitive abilities and abilities. Teachers through methods and techniques
aim to provide effective educational process management so that students are aware of being
protagonists of their own learning (Garcia Centeno & Flores Fajardo, 2016; Novayanti et al.,
2018; Partha et al., 2019).

The methodological strategies are linked to technology, this being the basis of innovation that
has allowed us to develop great opportunities in the educational, labor and professional fields.
The methodological learning strategies are related to the same purpose that is to develop the
skills and abilities of the students. As shown in Figure 3, the learning strategies that an
1672

innovative teacher must apply motivate students in the classroom, allowing spontaneity,
reflective criticality.

Figure 3. Methodological learning strategies

The inverted classroom (Flipped Classroom), aims to optimize time in the classroom,
cooperatively developing a project; Project-based learning (ABP), allows to create competences
in the student, with the elaboration of projects, which give answers to a problem of daily life, is
also applied through the new information and communication technology; Collaborative
learning is another methodological strategy that externalizes group work, improving attention,
communication and, above all, the acquisition of basic knowledge for the development of
learning. Gamification contributes to the strategic methodology by integrating the dynamics of
educational video games, through educational technology (EdTech), which is a tool that
innovates in the learning process; Problem-based learning is another methodology, which
attributes the development of critical thinking and creative skills in problem-solving. Design
Thinking (DT), as a learning methodology, identifies the student's individual problems, creating
interest in solving a situation exactly; Thinking Based Learning (TBL), develops skill in the
learner, taking into account the analysis, relationship, effective argument.

Competency-based learning is a methodological strategy that promotes teacher's tools and

solutions for active, comprehensive and interdisciplinary knowledge, with open and flexible
processes for the development of work skills (Vidal et al., 2016; Borris & Zecho, 2018; Dewi &
Ramantha, 2019). These methodological learning strategies help the teacher to teach
interactive and innovative classes that, linked to the technological process, make teaching an
integral education, such as the Marist model, which promotes the formation of students,
managing to discover their own abilities, through the development of cognitive processes as an
individual. In the Marist Educational Model, the student develops thinking and decision skills,
learning to be, do, know, decide, live together, serve and love, through the spiritual, bodily,
affective, ethical-political, cognitive, aesthetic, ecological dimension that from a project can be
carried out (Marista, 2019; Ratnawati et al., 2019; Rohani, 2019).

Project-based learning (ABP)

The ABP is a teaching methodological strategy, where the main protagonist is the student, who
develops classroom projects, with the purpose of applying acquired knowledge, be it of a
product or processes they put into practice. The local education system, works with project-
based methodological learning strategies, despite the implementation, certain educational
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institutions of the city of Manta, do not execute it properly, creating a deficiency in the
required curricula programs, not having an accompaniment Efficient teacher-student, there is
no quality learning. Project-based learning (ABP), allows to enhance the most complex
difficulties, causing self-learning, to know how to pose a problem, leading to the solution, idea,
creativity, collaboration and scientific research (López, 2018; Li & Huan, 2019; Mantra et al.,
2019). The ABP is an educational strategy, which leaves behind the traditional, mechanical
and memoiristic system, allowing to work with contributions and solutions, according to the
assigned theme, it is a collaborative work that promotes awareness and integration in
interdisciplinary relationships, with methodological tools that motivate to solve the most
complex problems. For Valcárcel and Gómez (2017), project-based learning is a teaching and
learning modality, which is focused on autonomous and collective processes, applying didactic
strategies to explore and discover by channeling into scientific research with searches for new
solutions. The ABP, in education, transforms the knowledge of the students allowing them to
investigate in a scientific way, organized and planning the research and then be evaluated in
order to create significant opportunities. Figure 4 shows the APB as a planning tool.

Figure 4. Project-based learning

The educational institutions of the local system, through the projects, must motivate the
students to be researchers, regardless of the areas, the specialties, and even the professions,
since the ABP is a complete learning strategy that generates significant knowledge,
collaborative and cooperative, so that the student seeks solutions to the various problems of
society.

ABP and meaningful learning

The ABP applied in the educational classrooms, generates significant learning, the teacher
must be formative, motivating, in order for the student to discover the skills and abilities, both
in research, as in solving problems, so that this way generates responsibility, commitment,
objectivity and subjectivity to all human actions. Meaningful learning allows to develop
cognitive skills in students, every teacher must perform methodological strategies in the
classroom, through graphic organizers, schemes, the analysis that can be implemented in a
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project (López, 2019; Akpomedaye, 2019; Arini et al., 2019). Therefore, ABP and meaningful
learning go hand in hand in methodological strategies, leading to the student being a generator
of ideas, seeking immediate solutions in any type of problem. For Moreira (2019), meaningful
learning allows the student to create new ideas, in order to develop the capacity, interpret and
acquire new levels of knowledge, prioritizing teamwork, through collaborative and autonomous
works that prioritize the prevalence of innovative teaching strategies. Currently, the
educational institutions of the city, need strengthening in this type of learning, so that
students, undertake innovative, creative projects and that are economic generators, being part
of the development of society.

The local education system must employ project implementation strategies and continuous
training for teachers so that they can be taught with responsibility, quality, and warmth. The
ABP, not only must be applied in higher years, but also basic years of education, so that they
are driven from small, and strengthen that initiative of change for a better life. Generating
research and entrepreneurship projects forms the cognitive learning process in students,
because it infers, receives, captures, analyzes basic information that develops critical,
analytical, reflective and creative thinking. To speak of inferring is to take into account each
one of the cognitive processes that students acquire in the process of educational training and
also in daily experiences.

ABP in the development of cognitive processes

It has been shown that the application of ABP allows the individual to develop cognitive
processes; which is defined as the acquisition of knowledge and interaction to capture, codify,
store and understand all basic information, which comes from outside and from within,
achieving adaptations of the social environment, in which it is lived as a form of survival.
Cognitive processes have to do with all information stored in the human brain, leading to that
knowledge, being part of the situations of the surrounding social environment. The
development of cognition is a process that must be strengthened as a child, through explicit
representations, which allows triggering of the abilities and skills in the brain system. In
Vygotsky's theory, the most representative observations were made on three objections about
cognitive development in formal education: the systematic knowledge of children's daily
knowledge, based on the spontaneous learning acquired by the child in nature; the
discontinuity in the conceptual development, being considered as fundamental, by the
inferences of the mental states of symbologies, that is to say, it organizes the acquisition of
information according to the areas of knowledge that come from the continuous learning
process, where it unites the daily thinking with scientific; The learning mechanism underlying
cognitive development occurs when a new scientific concept is acquired and related to it by
promoting critical, analytical and reflective learning of what is being studied (Gómez, 2017;
Suryasa, 2019).

Taking ABP into account with cognitive processes, it is denoted that it starts from a starting
point, in the formulation of a project theme, by detecting previous ideas, and then forming a
collaborative team, producing a definition of the final challenge, that is to know the problem of
the study or phenomenon, establishing learning objectives. The exchange of ideas flows in the
ABP, as well as the analysis and synthesis that allow decision-making to solve a problem.
Creativity is a mixture of practice and competence for the development of a final project,
reaching significant learning.

Emotional intelligence (IE) and ABP

Emotional intelligence makes the man the distinction of ability, ability, and intelligence, which
is linked to the way to choose the best options for finding solutions taking into account
reflection. According to Daniel Goleman's book, emotional intelligence is related to social
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situations that, predicting the study phenomenon, can achieve the expected success through
problem resolutions (Goleman, 2012). For this author, EI is a form of interaction with the
world, linking motivation, enthusiasm, perseverance, and empathy developing self-discipline,
the neglect of emotional intelligence would cause chronic anxiety leading to health problems,
disorders and aggressiveness. Control emotions, face the individual, achieve challenges,
increasing social welfare a healthy and emotional coexistence, also motivating research and
therefore the realization of projects (Aguaded & Pantoja, 2015).

Emotional intelligence (EI) linked to project-based learning (ABP), is an educational innovation

that responds to the needs of society, developing skills that stimulate human thinking,
projecting them to improve the quality of life, taking into account the integral personality,
cognitive process, knowledge, and emotions that can enhance a project. An innovative proposal
for the development of emotional intelligence is the ABP, this methodological learning strategy
comes to raise awareness by educating people to know the problems at a social level and to
analyze it critically and reflectively through the possible solutions reaching the objectives
proposed.

The ABP as an innovative proposal

Project-based learning (ABP), as an innovative proposal in education, in the local education

system, is a methodological strategy of interest, which leads the student to raise awareness of
aspects related to the social and economic environment through scientific research, field and
bibliographic. The ABP occupies a prominent place in the so-called active methodologies, as
does the Flipped Classroom (invested class) and cooperative learning, which relates to project-
based learning, motivating teachers and students to learn creatively and with skills scientific
(Torrego & Méndez, 2018). The educational institutions to familiarize, the ABP, would train
students with active roles that favors academic and work motivation. The projects are
previously a scope of success in a society, without restricting any profession, students through
this methodology become researchers, innovators, creatives and above all they have to solve
any kind of social, economic, educational and labor problems. In order for this methodology to
be effective in classrooms, it is necessary to start with previous knowledge of the problems that
affect the social level and make them aware of how a solution proposal can be established.
Then start distributing ideas that motivate, the participation of the student turning them into
significant knowledge, for the beginning a project planning.

According to Fernández (2017), the teacher must be the main engine to create an optimal
learning environment, implementing the use of metacognitive strategies, reinforcing group
efforts as autonomous, followed by communication, for the proper monitoring of project
planning. The metacognitive strategies in the ABP allow a wide dimension of knowledge of the
person since it creates possibilities for building knowledge, leading to the maturity of the
students. Through projects, thinking skills are developed, allowing understanding, application
to each action in current and new situations, analysis to fragment critical thinking, synthesize
using critical thinking, finally, evaluate to be analytical in the search of solutions. It is
emphasized that project-based learning is a fundamental tool, for the development of
competencies in which they stand out: work collaboratively, intrinsic and extrinsic motivation,
creativity, problem-solving, research skills, and the use of technology, promoting the
development of thinking and competition (Ausín et al., 2016). Project-based learning, develop
cooperatively and collaboratively, the proposal, which determines a problem in order to meet
the needs and customs of those involved, which may be students, teachers, directors, rectors
or the community in general (Ayllu Solar, 2017).

ABP is a learning strategy that shows the synergy of praxis, practice, and theory, leading to the
student working cooperatively and collaboratively, emphasizing the development of innovative
ideas that motivate the student to be a researcher. In the survey of 34 teachers from 4
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educational institutions, it was shown in Figure 4 how teachers familiarize themselves with the
knowledge of methodological learning strategies, confirming that the best known is Project-
Based Learning.

Figure 5. Methodological learning strategies

Source: Teacher Survey

29% of the teachers surveyed, know the strategy methodology Project-Based Learning,
however, according to studies not all properly taught in the classroom. In Table 2, 3 necessary
data for said research, such as the knowledge that teachers surveyed have on the relationship
of methodological strategies with School Projects (PE); In addition to checking the relevance
scale, they give to the Student Participation Program (PPE), show whether or not they apply the
projects in the classroom.

Table 2. Methodological learning strategies

Relationship of methodological Ppe rating in Application of projects in
strategy education the classroom
Option
N PE -ABP F % s F % Options F %
1 Yes 30 88 Good 21 62 Always 16 47
Regula
Sometimes
2 Not 4 12 r 11 32 17 50
Bad 2 6 Never 1 3
Σ 34 100 Σ 34 100 Σ 34 100
Source: Teacher Survey

According to the survey of teachers, it is evident that 88% know the origin of school projects as
a methodological strategy, which through analysis and interpretation it follows that they work
in order to develop skills and abilities for students; As for PPE, 62% consider it good.
Therefore, it is found that 50% sometimes apply classroom projects.
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Figure 6. Positive factors of project implementation

Source: Student Surveys

38% of the teachers surveyed said that students acquire critical, analytical thinking and
reflection in the development of the project, while significant learning is developed. Table 3
shows the survey of the students, verifying that, in the educational institution, they impart
knowledge about group work and projects.

Table 3. Methodological strategies applied in the classroom

Methodological strategies
N Applied by the teacher F %
1 Projects 49 33
2 Videos (inverted classroom) 10 7
3 Group work / collaborative 82 55
4 Others 4 3
5 None 3 2
Σ 148 100
Source: Student Surveys

55% of the students stated that they carry out projects, as well as 33% work with projects,
through common trunk subjects or through programs of the national education system. In
table 4, it is denoted as the student participation program (PPE) and School Projects (PE), they
are a fundamental part in the students' cognitive development, valuing the project-based
learning pedagogy strategy.

Table 4. Student participation program and school projects.

Student participation program School projects
PPE F % PE F %
Very interesting 104 70 Teamwork 75 51
Uninteresting 35 24 New knowledge 60 41
Nothing interesting 9 6 Others 6 4
Nothing 7 5
TOTAL 148 100 TOTAL 148 100
Source: Student Surveys
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Through a survey of students, it is known that 70% affirm that the Student Participation
program is very interesting, but that they require a specialized teacher to guide them in a
timely manner. As for school projects, it is proven that it has served, to work as a team. In
table 5, the positive factors that are involved in the realization of a project are denoted, which
shows the participation by the achievements of objectives, seeks solutions to a problem raised
or fieldwork. In Table 5, it is verified that 27% of the students surveyed mentioned that the
factors that influence a project are the objectives, which they hope to follow, given the step to
26% of students prefer to find solutions to the possible subject of study.

Tabla 1. Factores que influyen en un proyecto

Factors that influence in a project
N Positive factors F %
1 Know the problem of the study phenomenon 42 28
2 Apply surveys 19 13
3 Find solutions to the problem 39 26
4 Achieve the proposed objectives 40 27
5 Other 6 4
6 Nothing 2 1
TOTAL 148 100%
Source: Student Surveys

The application of methodological strategies motivates students to have a better quality of life
and to solve problems according to the events of reality. Figure 7 shows, what benefits the
project offers according to the opinion of the students.

Figure 7. What benefits a Project

Source: Student Surveys

Formally it can be evidenced that 53% of teachers provide students with inputs that help the
educational environment through the development of projects that are research and
entrepreneurship. Through the study carried out, it has been agreed that project-based
learning (ABP) is an innovative proposal, for the local education system, this strategic
methodology allows the student to strengthen knowledge, developing skills and abilities,
motivating them to have a critical analytical and reflective thinking. It is also verified that the
teacher plays a preponderant role in systemic thinking, by the way of interacting with didactic
tools, leading the student to have an effective and effective educational quality of life within the
educational system.
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Conclusion

It is made reference that 29% of teachers know ABP, while 43% of students allude that
through the application of projects they develop critical, analytical and reflective thinking.
What is necessary for teachers to have continuous training that allows them to enhance the
knowledge of the new methodological learning strategies to be taught to students. It is
necessary to link these strategies to the local context, from the global perspective, taking into
account that the ABP is an effective learning methodology that emphasizes the development of
the cognitive process, based on emotional intelligence with meaningful and creative thinking.

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