El proyecto de vida como estrategia de motivación para fortalecimiento del proceso de aprendizaje de los estudiantes del grado 9-2

Abstract

This research study addressed the problem of academic demotivation among secondary school students, specifically those in grade 9-2 at the Oswaldo Quintana Quintana Educational Institution in the municipality of Valledupar, Cesar (Colombia). This situation manifested itself in the students' low academic performance, limited school commitment, and lack of clear goals, which is largely associated with the absence of a life project. Therefore, the main objective of this research was to analyze how a life project, through an innovative pedagogical strategy, helps strengthen the learning process of the 9-2 grade students. Methodologically, the study was conducted using a qualitative approach with an action research design, thus achieving an understanding of each student's perceptions, experiences, and changes during the pedagogical intervention. Data collection techniques and instruments included surveys, semi-structured interviews, and field notes during the implementation of the pedagogical interventions. Among the main findings, it was evident that students had difficulty recognizing their strengths, lacked clarity regarding their personal goals, and were demotivated in their learning process, all of which were influenced by family, economic, and social factors. However, after implementing the pedagogical strategy focused on life planning, several significant changes were observed in the students' attitudes. These changes were evidenced by their active participation in each activity, their interest in learning, their responsibility and commitment to improving their academic performance, and their greater clarity regarding their future goals. Furthermore, the students were able to establish a direct link between studying and improving their quality of life. Finally, it was concluded that life planning is an essential pedagogical strategy for strengthening academic motivation, as it helps students understand that learning is a crucial tool for achieving their personal goals. Similarly, it fosters the development of socio-emotional skills such as self-reflection, decision-making and its projection towards the future, thus contributing significantly to the comprehensive education of students.