Integration of active interdisciplinary methodologies for the development of reading comprehension and logical thinking in basic education.
DOI:
https://doi.org/10.70577/9nhtm380Abstract
The present study aims to analyze the integration of interdisciplinary active methodologies as a strategy to strengthen the development of reading comprehension and logical thinking among students in Basic General Education (BGE) at public educational institutions in the city of Guayaquil, Ecuador. This approach is grounded in the need to overcome curricular fragmentation and to promote meaningful and transferable learning processes, in line with contemporary competency-based education perspectives. To achieve this purpose, a mixed-methods research design was adopted, using a quasi-experimental approach with pretest administration, complemented by qualitative techniques. The sample consisted of 90 students and 30 teachers from different grade levels across the selected institutions, chosen through intentional sampling. The quantitative component involved the application of standardized assessments to measure reading comprehension and logical thinking, while the qualitative component included interviews and classroom observations aimed at examining teachers’ perceptions and instructional dynamics. Quantitative data were analyzed using descriptive statistics and correlational analysis, whereas qualitative data were organized and interpreted through thematic analysis. The findings revealed an initial medium-low level of performance in both competencies, as well as a positive and statistically significant correlation between reading comprehension and logical thinking, supporting the assumption of their functional interdependence. From a qualitative perspective, teachers emphasized that interdisciplinary active methodologies—such as problem-based and project-based learning, cooperative work, and the pedagogical use of digital technologies—promote student engagement, argumentation, and metacognitive processes. Overall, the results confirm that students demonstrate medium-low baseline levels in both reading and logical-mathematical competencies, alongside a meaningful association between these domains that highlights their interrelated nature. Qualitatively, teachers reported that the implementation of interdisciplinary active methodologies fosters more participatory, reflective, and cognitively demanding learning environments.
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