Pedagogical Innovation and School Discipline: Effects of School Projects on Eighth Grade Students

Innovación Pedagógica y Disciplina Escolar: Efectos de los Proyectos Escolares en Estudiantes de Octavo Año

Abstract

This study examines the impact of school projects on discipline among eighth-grade students at Ismael Pérez Pazmiño High School in Machala, Ecuador. It is grounded in constructivist theories that support active and meaningful learning. The objective was to analyze how school projects affect classroom discipline. An action research methodology was employed, combining qualitative and quantitative approaches, with a sample of 60 students divided into experimental and control groups. Observations, questionnaires, and disciplinary records were used to collect data. Results showed a significant improvement in discipline within the experimental group, with a 25% increase in positive observations and a 62.4% reduction in disciplinary offenses. The control group showed no relevant changes. A guide for implementing school projects was developed and positively validated by experts. It is concluded that school projects are an effective strategy for improving classroom discipline, fostering a more harmonious and participative learning environment. This innovative approach contributes to the comprehensive development of students and enriches educational practices. The findings support the effectiveness of active methodologies in addressing disciplinary challenges and creating more engaging learning environments.