Project-based learning and its impact on the subject entrepreneurship and management. Colimes Educational Unit

Abstract

Introduction: The present project "Project-Based Learning (PBL) and its impact on the learning of the subject Entrepreneurship and Management of the Third Year students of Unified General Baccalaureate at the Colimes Educational Unit, Colimes canton, school period 2022-2023", aims to: Analyze the incidence of Project-Based Learning and its incidence for improving the learning process of the subject Entrepreneurship and Management of Third Year Baccalaureate students at the Colimes Educational Unit, in the present school period, and achieve the development of cognitive and entrepreneurial skills. Materials and methods: The methodology applied in this project is at a quantitative-qualitative level, therefore information was collected to be analyzed in statistical formulation with tables and graphs, the bibliographic part allowed a better understanding of the contents of the project, the theories or concepts through different authors and reinforce the results; The field method was determined by the pertinent observation to collect timely information, in addition to the application of surveys and interviews applied to students, teachers and directors, in search of the problem. Results: An alternative proposal was developed as an essential part of the solution to the problem, by implementing a Teacher Training Plan on Project-Based Learning, to innovate their professional training actions with the timely and strategic knowledge of this methodology, and to provide students with a better development of competence for the implementation of businesses based on real cases. Discussion: The theoretical foundation of several authors and scientific journals were the driving force for the understanding of active methodologies that teachers can implement, as well as those unknown issues or situations that may arise in students and their learning methods in real situations. Conclusions: To determine the current situation of the teaching-learning process, a survey was conducted to students whose results were those expected in the diagnosis and in this way justify the implementation of the PBL methodology as a teaching guide for the academic improvement of third-year high school students.