Aprendizaje basado en proyectos como estrategia para la comprensión de la estadística en contextos universitarios

Abstract

Learning statistics at the university level represents a constant challenge due to the complexity of the concepts and students’ perception of their limited applicability in everyday life. In response to this issue, project-based learning (PBL) emerges as a pedagogical strategy that promotes active knowledge construction and practical application of content. This article analyzes the implementation of PBL as a tool to improve the understanding of statistics in university contexts. A qualitative approach with a descriptive design was used, applying observations and interviews with students from administrative and engineering programs at an Ecuadorian university. The results show that PBL fosters greater motivation, encourages the resolution of contextualized problems, and enhances critical thinking skills for interpreting statistical data. Additionally, limitations related to time availability and teacher preparation for managing active methodologies were identified. It is concluded that PBL represents an effective teaching strategy for university-level statistics, as it allows linking theory with practice in real-world scenarios.