Project-Based Learning (PBL) and Emotional Regulation: An Integrated Approach to Strengthening Academic Performance in Education
DOI:
https://doi.org/10.55204/pcc.v6i1.e131Keywords:
project-based learning, emotional regulation, academic performance, active methodologies, inclusive educationAbstract
This research analyzes the integration of Project-Based Learning (PBL) and emotional regulation as a pedagogical strategy to strengthen academic performance among students from public face-to-face schools in the provinces of Zamora Chinchipe, Loja, and El Oro, Ecuador. The study was conducted under a mixed-methods approach with a quantitative predominance and a quasi-experimental pretest–posttest design applied to a sample of 250 students, including 110 males and 140 females. The pedagogical intervention was based on the implementation of collaborative projects integrated with emotional regulation strategies focused on motivation management, frustration control, and academic engagement. Data collection instruments included academic performance tests, emotional regulation scales, participant observation, and semi-structured interviews. The results showed significant improvements in both academic achievement and emotional self-regulation skills after the intervention. In addition, qualitative findings revealed increased participation, autonomy, collaborative work, and student motivation. The study concludes that integrating PBL and emotional regulation promotes meaningful learning, strengthens socio-emotional competencies, and fosters more inclusive and participatory educational environments. Finally, the research recommends incorporating active methodologies and emotional education as essential components for pedagogical innovation and educational quality improvement.
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