Active Learning: A Didactic Proposal to Regulate the Cognitive Attention of Students at the Upper Basic Level

Abstract

The objective of this study was to design a didactic proposal based on active learning to regulate the cognitive attention of students of higher basic education in an educational institution in Guayaquil. A quantitative methodology was used, with a quasi-experimental approach, using two comparative groups, control and experimental and a longitudinal design. The population consisted of 125 students, of which a sample of 90 was intentionally selected. Data collection was carried out through surveys, validated by experts. The results showed significant improvements in the experimental group in all dimensions of cognitive attention, with 88.9% of higher level in sustained attention and 97.8% in concentration after the intervention. In contrast, the control group did not show significant progress. It is concluded that active learning strategies have a positive.