IMPACT OF ACTIVE METHODOLOGIES ON THE ACADEMIC PERFORMANCE OF THIRD AND FOURTH GRADE STUDENTS: A COMPARATIVE ANALYSIS OF TEACHING APPROACHES.

Abstract

This essay analyzes the impact of active learning methodologies on the academic performance of third- and fourth-grade students based on a critical and comparative review of national and international research. It begins with the recognition of the growing demand for student-centered pedagogical approaches, in the face of the persistence of traditional practices that limit participation, autonomy, and academic motivation. Through a dialectical analysis, it presents findings from qualitative, quantitative, mixed-method, and meta-analytic studies that demonstrate how strategies such as project-based learning, the flipped classroom, and collaborative work positively impact comprehension, academic performance, and the development of cognitive, social, and emotional competencies. It also examines research that, while not denying the effectiveness of these methodologies, demonstrates the need to value dimensions of learning that are not always captured by traditional assessment systems. The essay concludes with a teaching proposal that sets out clear objectives, theoretical foundations, concrete activities, and formative assessment mechanisms, aimed at transforming teaching practice from a critical and contextualized perspective. It reaffirms that active methodologies should not be considered a pedagogical fad, but rather an ethical and necessary path to consolidating a more inclusive, meaningful education aligned with current challenges.