Association between active methodologies and the development of critical thinking in students of General Unified Baccalaureate in Ecuador
DOI:
https://doi.org/10.55204/pcc.v6i1.e124Keywords:
Active learning methodologies, critical thinking, General Unified Baccalaureate, problem-based learning, cooperative learning, educational innovationAbstract
This study analyzes the association between active learning methodologies and the development of critical thinking among students enrolled in General Unified Baccalaureate (BGU) public institutions in the provinces of Guayas, Manabí, and El Oro, Ecuador. A quantitative correlational cross-sectional design was adopted, complemented by qualitative analysis of pedagogical practices, involving a sample of 233 first- and second-year students. Validated instruments were administered to measure the level of implementation of active methodologies (problem-based learning, project-based learning, flipped classroom, and cooperative learning) and the dimensions of critical thinking (analysis, inference, evaluation, and self-regulation). Findings revealed a positive and statistically significant correlation between the degree of implementation of active methodologies and students’ critical thinking levels. Moreover, instructional mediation quality, formative feedback, and alignment between tasks and assessment criteria were identified as moderating variables influencing the outcomes. Qualitative evidence confirmed that classroom practices focused on argumentation, source comparison, and collaborative problem-solving enhance evidence-based reasoning processes. The study concludes that active methodologies, when implemented with pedagogical intentionality and explicit reasoning criteria, are significantly associated with the development of critical thinking in secondary education. The findings provide contextualized evidence for curriculum decision-making and suggest future research directions involving quasi-experimental designs and authentic assessment of argumentative products.
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