Challenge-based learning to strengthen meaningful learning in Basic General Education Students
DOI:
https://doi.org/10.63688/2056e198Keywords:
challenge-based learning, meaningful learning, basic education, critical thinking, active methodologiesAbstract
Objective: To determine the relationship between Challenge-Based Learning (ABR) and meaningful learning in seventh-year students of Basic General Education. Methodology: A quantitative study was developed, with a descriptive-comparative scope and a pre-experimental design of a single group with pre-test and post-test. 33 students from the Alfonso Carrión Heredia Educational Unit, Ecuador, participated. A 10-item questionnaire with a Likert scale was applied, organized into the dimensions of critical thinking, creativity, collaboration and communication. The intervention was structured through contextualized ABR activities supported by digital tools. Results: The average number of favorable responses increased from 37.3 % in the pre-test to 78.5 % in the post-test, with a difference of 41.2 percentage points. The largest increase was recorded in critical thinking, while collaboration reached the highest percentage in the post-test. Advances were also observed in argumentation, problem solving, reflection on errors and relationship of the contents with situations in the environment. Conclusion: The ABR showed favorable results to strengthen meaningful learning and promote processes of analysis, reflection, collaboration and contextualized application of knowledge in the students evaluated.
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Copyright (c) 2026 Margarita Francisca Jiménez Guarnizo, Lilia Elizabeth Malacatos Gualan, Sandra Susana Fajardo Domínguez, Katherine Belén Quinaluisa Narváez (Autor/a)
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