Implementation of Active Methodologies and Digital Tools to Improve the Academic Performance of Technical High School Students: A Case Study

Abstract

The integration of digital tools and active methodologies in teaching is key to optimizing learning in the technical agricultural high school. However, at the public educational institution "Albertina Rivas Medina," the application of technology has faced challenges from teachers, most of whom have continued to use traditional teaching methods such as relying exclusively on the whiteboard and marker, conventional assessments, and minimal use of virtual learning environments. This situation has limited the development of digital skills among students, affecting their motivation and academic performance. The objective of this research was to evaluate the implementation of active methodologies (PBL) and digital tools (Zoom, Google Drive, Padlet, etc.) in the performance of both students and teachers. A quasi-experimental design was used with a control group and an experimental group, applying surveys and analyzing academic grades before and after the intervention. The study population consisted of 30 teachers and 150 students from the institution's technical high school program at "Albertina Rivas Medina," Ecuador. The results showed that the implementation of digital tools fosters teacher-student interaction, improves content comprehension, and increases interest in learning. It is concluded that the use of digital strategies in the classroom significantly contributes to strengthening the educational process, promoting more dynamic and effective learning. The experimental group showed a significant increase in academic average (from 7 to 9–10 points) and an improvement in student motivation.