El efecto del aprendizaje basado en proyectos en estudiantes con altas capacidades intelectuales de una segunda lengua

  1. Martha Lucia Landron 1
  2. Miriam Agreda Montoro 2
  3. María Jesús Colmenero Ruiz 2
  1. 1 Universidad Internacional Iberoamericana
  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2018

Issue: 380

Pages: 210-236

Type: Article

DOI: 10.4438/1988-592X-RE-2017-380-378 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Metrics

Cited by

  • Scopus Cited by: 2 (29-05-2023)
  • Dialnet Metrics Cited by: 5 (05-06-2023)
  • Web of Science Cited by: 1 (26-05-2023)

JCR (Journal Impact Factor)

  • Year 2018
  • Journal Impact Factor: 0.31
  • Journal Impact Factor without self cites: 0.31
  • Article influence score: 0.064
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 234/243 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2018
  • SJR Journal Impact: 0.352
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 565/1600

Índice Dialnet de Revistas

  • Year 2018
  • Journal Impact: 1.530
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 6/237

CIRC

  • Social Sciences: B

Scopus CiteScore

  • Year 2018
  • CiteScore of the Journal : 1.4
  • Area: Education Percentile: 58

Journal Citation Indicator (JCI)

  • Year 2018
  • Journal Citation Indicator (JCI): 0.53
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 410/717

Abstract

This research had as a goal to explore the effect of the Project Based Learning (PBL) through differentiated instruction to improve, motivate and change students’ attitudes toward a second language learning. In order to achieve the stated goal, a quasi-experimental study with quantitative data collection and analysis techniques was conducted. The sample for this study were 41 gifted North American students from Robinson School in Tampa, Florida. Twenty-one of them composed the experimental group and twenty composed the control group. The independent variable of the study was the PBL and the independents were academic achievement for learning, learning motivation and attitudes toward learning. The first dependent variable was assessed by means of a knowledge test, the second and third with a survey composed by open, closed and Likert style questions. The knowledge test was applied before and after intervention and the survey after intervention. The gathered information was analyzed with the support of a quantitative analysis software via the definition of statistical significances of the results contrasting them with theory. This process allowed concluding that the application of PBL through differentiated instruction enhanced the academic achievement for learning (vocabulary, grammar, culture and lecture), increased intrinsic and extrinsic motivation for learning and improved attitudes toward learning.

Funding information

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Bibliographic References

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