IDENTIFICATION OF LITERARY FIGURES THROUGH PROJECT-BASED LEARNING IN THIRD-YEAR HIGH SCHOOL STUDENTS

Abstract

DOI: https://doi.org/10.46296/yc.v9i16.0636

Currently, project-based learning provides a hands-on, participatory approach that actively involves students in the learning process. In order to provide an opportunity to improve the learning and appreciation of literature, the general objective was to assess the identification of literary figures through project-based learning in third-year high school students at the “Unidad Educativa Fiscal 4 de Noviembre” in the first quarter of the period 2023 - 2024. Field research was used from a qualitative approach, using deductive, inductive, analytical, and synthetic methods. Interview techniques, participant observation and data triangulation were applied in the educational context. The results show that without the application of project-based learning, students present difficulties in the identification and understanding of literary figures, while with the use of this active methodology, a greater part of the students achieve the required learning. In addition, that teachers are familiar with the methodology based on project-based learning and it is used to improve understanding processes, strengthen collaborative work, and encourage creativity in the classroom. Finally, it was found that the creation of an enriching and stimulating educational environment, from project-based learning, promotes participation, autonomous exploration and the development of appreciation and understanding of literary figures in the Language and Literature subject.

Keywords: Learning process, Active learning methodology, Collaborative work, Project learning, Language and literature.