Development of research competencies through the implementation of classroom projects at the Unified General Baccalaureate level
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This study aimed to analyze the development of research competencies in students of the Unified General Baccalaureate (BGU) through the implementation of classroom projects as an active pedagogical strategy. The research was framed within the Ecuadorian educational context, where the national curriculum promotes comprehensive education and the development of performance based skills. A mixed methods approach with a quasi experimental design was employed, working with a sample of 120 second year baccalaureate students from two public educational institutions in the city of Quito. Data collection instruments included a research competency assessment rubric, a Likert type questionnaire, and semi structured interviews. Results showed a statistically significant improvement (p < 0.05) in the competencies of problem formulation, information search and analysis, methodological design, and communication of findings in the experimental group compared to the control group. Conclusions indicate that classroom projects constitute an effective strategy for fostering critical thinking, intellectual autonomy, and a research culture from secondary education, aligned with the objectives of the Ecuadorian national curriculum.
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