Active methodologies in the learning of Language and Literature in Basic Middle Education

Abstract

Introduction: This research analyzes the implementation of active learning methodologies in Language and Literature for sixth-grade students at the Pichincha Educational Unit (Manabí, Ecuador), where traditional methods persist due to limited teacher training, scarce institutional support, and a lack of technological resources. Materials and methods: The study employed a mixed-methods approach with a descriptive and correlational non-experimental design, applying surveys to 68 students, classroom observations, and an interview with one teacher, using stratified convenience sampling. Results: The results revealed that 67% of students perceive little or no implementation of active learning methodologies, although 51% prefer hands-on activities over lectures. Observation confirmed the predominance of traditional methods, with a complete absence of play-based strategies and limited use of digital resources (25% of classes). Discussion: The discussion revealed a gap between students' predisposition toward active learning approaches and current teaching practices, highlighting insufficient training, curriculum load, and traditional assessment as barriers. Conclusions: A paradigm shift towards student-centered methodologies is imperative, with ongoing teacher training, adequate resources, and institutional alignment to develop critical and creative competencies that meet the demands of the 21st century.