Los efectos de la estrategia de aprendizaje basado en proyectos con actividad física en función del género sobre el rendimiento escolar y la confianza en sí mismos de los estudiantes
DOI:
https://doi.org/10.47197/retos.v66.110067Palabras clave:
Estrategia basada en proyectos, actividad física, género, logros de aprendizaje, autoconfianzaResumen
Introducción: Este estudio evaluó el impacto de una estrategia basada en proyectos integrada con ejercicio físico, utilizando la técnica de Gallery Walks, en el rendimiento académico y la confianza en sí mismos de los estudiantes, considerando las diferencias de género.
Objetivo: El objetivo fue determinar si esta metodología mejora significativamente estas variables y analizar las variaciones según el género.
Metodología: Se empleó un diseño cuasi-experimental con un pretest y postest. El estudio incluyó a 40 estudiantes de segundo semestre de la Universidad PGRI de Palembang, divididos aleatoriamente en grupo experimental y grupo de control (10 hombres y 10 mujeres en cada grupo). El grupo experimental utilizó la técnica de Gallery Walks, mientras que el grupo de control siguió métodos tradicionales.
Resultados: Los resultados indicaron que el grupo experimental logró una mejora significativa en el rendimiento académico (+9,10 puntos, Sig. = 0,000) y en la confianza en sí mismos (+23,85 puntos, Sig. = 0,000), mientras que el grupo de control mostró avances mínimos. Las estudiantes obtuvieron mejores resultados académicos, mientras que los estudiantes varones mostraron mayor confianza en sí mismos.
Discusión: Estos hallazgos coinciden con investigaciones previas sobre el aprendizaje activo y estrategias basadas en el movimiento. Resaltan la importancia de adaptar las metodologías de enseñanza a las necesidades específicas de cada género.
Conclusiones: La técnica de Gallery Walks mejora eficazmente el aprendizaje y la confianza en sí mismos. Se recomienda su implementación más amplia, considerando las diferencias de género para optimizar los resultados educativos.
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