Project-Based Learning, A Proposal For Improve Self-Regulated Learning In Students Of High School Of An Educational Institution, Piura 2020

Abstract

Self-regulated learning allows students to activate their cognitive processes for the development of skills that require regulating emotions, knowledge and academic behaviors, in order to acquire new knowledge. This study proposes an ABPr program design to improve self-regulated learning in high school students of an educational institution. The methodology applied is based on a positivist paradigm, descriptive in nature, with a quantitative approach and non-experimental design. The data collection technique was the survey and the instrument applied was the questionnaire. The population consisted of 768 students and the selected sample consisted of 133 students in 5th grade of secondary school. The results indicate that 45.9% were at the Medium level, while 33.1% reached the Low level. In the dimensions of self-regulated learning, the students obtained a Low level in the dimensions of planning, evaluation and context, while in motivation and cognition they were at the Medium level. In conclusion, the need for intervention through an ABPr program proposal for students to improve self-regulated learning and manage their autonomy and efficacy.