PROBLEM-BASED LEARNING AND STUDENT PARTICIPATION IN UNIVERSITY TEACHER TRAINING:

A MIXED-METHODS STUDY AND A MULTIDIMENSIONAL MODEL

• Santa Rocío Toala Ponce Luis Vargas Torres Technical University of Esmeraldas. https://orcid.org/0000-0003-2794-4717
• Rosa Romelia Posso Martínez Luis Vargas Torres Technical University of Esmeraldas. https://orcid.org/0000-0002-4212-4613
• Gladys Janet Betancourt Sevilla Luis Vargas Torres Technical University of Esmeraldas. https://orcid.org/0000-0002-5622-7146
• Jady Elisa Medina Quiñonez Luis Vargas Torres Technical University of Esmeraldas. https://orcid.org/0009-0000-0720-985X

Keywords: Problem-based learning, student participation, teacher education, active methodologies, collaborative learning

Abstract

This study examines the implementation of Problem-Based Learning (PBL) in university teacher education, aiming to evaluate its impact on student participation. A mixed-methods approach was adopted, using a quasi-experimental pretest–posttest design with 30 third-level students enrolled in a Basic Education program at an Ecuadorian university. The intervention focused on the analysis of educational problems related to learning difficulties, promoting collaborative work, inquiry, and the development of pedagogical proposals. Data were collected through a Likert-scale questionnaire, an analytical rubric, and an observation guide. The findings show a significant increase in student participation, with the average score rising from 3.13 in the pretest to 4.29 in the posttest. Improvements were also identified in critical thinking, collaborative work, meaningful learning, and motivation. These results support the relevance of PBL as a teaching strategy in higher education, as it fosters active, contextualized learning and contributes to the development of professional competencies in teacher education.

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