Analysis of English reading comprehension through the use of a didactic unit based on PBL in second-grade students of Maria Goretti Elementary School

Abstract

This research study analyzes the impact of a didactic unit based on Project-Based Learning (PBL) on strengthening literal reading comprehension in English among second-grade students at María Goretti Elementary School. The research was conducted under a quasi-experimental approach, using a pre-test and post-test design with a group of 23 students. The initial diagnostic stage revealed that the majority of participants were at a Pre-A1 level, with significant difficulties in identifying explicit information in simple texts. Following the implementation of the didactic unit, the post-test results showed a statistically significant improvement, with over 60% of the students achieving an A1 proficiency level. It is concluded that PBL is an effective pedagogical strategy that not only enhances reading comprehension but also fosters motivation and active participation in foreign language learning in primary education.