Metodologías activas y su impacto en el rendimiento académico de estudiantes de Educación Básica y Bachillerato

Abstract

Abstract

Active learning methodologies have gained increasing relevance in contemporary education systems due to their potential to promote meaningful learning, develop 21st-century skills, and improve students' academic performance. The objective of this systematic review was to analyze the scientific evidence published between 2020 and 2025 on the impact of active learning methodologies on the academic performance of students in primary and secondary education. The research was conducted following the PRISMA 2020 guidelines for systematic reviews. The literature search was carried out in the Scopus, Web of Science, ERIC, SciELO, Redalyc, and Google Scholar databases, using descriptors related to active learning methodologies, active learning, academic performance, primary education, and secondary education. Inclusion criteria were established for peer-reviewed scientific articles published in English and Spanish, with full-text access, and focused on formal educational contexts. After the identification, screening, eligibility, and inclusion process, 20 studies were selected for the final analysis. The results show that strategies such as project-based learning, gamification, cooperative learning, the flipped classroom, and problem-based learning have positive effects on academic performance, motivation, participation, and the development of cognitive and socio-emotional skills. It is concluded that active methodologies constitute an effective pedagogical alternative for strengthening teaching and learning processes in basic and upper secondary education, although their implementation requires teacher training, adequate planning, and the availability of educational resources.