Programa interdisciplinar basado en el juego para mejorar el involucramiento en escolares

Abstract

During the confinement due to the Covid-19 pandemic, children faced low levels of participation in distance education, which generated problems by limiting the social interaction crucial for cognitive development and the assimilation of learning. In this context, it was necessary to look for strategies that would allow better development and involvement. The objective of the research was to apply an interdisciplinary program based on play to improve the level of involvement in third-year elementary school students of the “María Auxiliadora” Educational Unit. The methodology was a quasi-experimental study, with a quantitative approach. The sample was simple random, divided into two groups: 27 students, corresponding to parallel “A”, which was the intervention group, and 25 students from parallel “B”, who were part of the control group; The age group was 8 and 9 years old. The evaluation was carried out with the Commitment to Schoolwork Scale by Rigo and Donolo (2018), designed for the primary level. The scale made up three dimensions: affective, cognitive and behavioral. The results indicated significant improvements in the intervention group, highlighting an increase in interest in learning, active participation and critical thinking. Although the findings were insightful, limitations, such as the specific sample and limited duration of the study, were noted that could affect the generalizability of the results to other educational contexts. The main conclusion was that the implementation of teaching strategies specifically designed to promote significant learning through play proved to be effective, evidencing improvements in both the knowledge acquired and the active commitment of students in the educational process.