Impact of socio-constructivism on the academic performance of students and teachers in basic education: Evaluation of the approach and Peruvian educational policy

Abstract

This study examines the impact of the socioconstructivist approach on the academic performance of elementary school students and teachers in Peru to evaluate its implementation within the national educational policy. A mixed approach with a descriptive and causal-explanatory design was adopted, combining documentary analysis with bibliometric studies. The research reviewed the Ministry of Education regulations and empirical studies on basic education in the country. The results show that, although socio-constructivism has solid theoretical support based on the proposals of Piaget, Vygotsky, Bruner and Ausubel, its implementation has been fragmented. National and international evaluations reflect low student and teacher performance suggesting deficiencies in the application of the approach. Obstacles were identified as the lack of effective teacher training strategies, inadequate infrastructure and the absence of monitoring mechanisms.  It is essential to strengthen teacher training, improve the conditions of educational institutions and establish monitoring systems to ensure effective application to enhance the impact of socioconstructivism. In practical terms, these findings underscore the need to reformulate the implementation strategies of this approach in Peruvian basic education to improve academic results and the quality of teaching.