Estudio multinivel sobre las variables explicativas de los resultados de México en PISA 2015

López, Alicia Alelí Chaparro Caso; Gamazo, Adriana

doi:10.14507/epaa.28.4620

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…There are studies that find no significant relationship between these variables and student performance (Gamazo et al, 2018), some that find positive relationships between school size, resources or ratio and performance (Kim and Law, 2012;Tourón et al, 2018) and others with contradictory results, depending on the country and the PISA wave analyzed. Ownership, for example, has yielded significant results both in favor of public (Kim and Law, 2012;Chaparro Caso López and Gamazo, 2020) and private schools (Acosta and Hsu, 2014).…”

Section: Research On Factors Associated With Student Performancementioning

confidence: 99%

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques

Gamazo

Martínez‐Abad

2020

Front. Psychol.

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International large-scale assessments, such as PISA, provide structured and static data. However, due to its extensive databases, several researchers place it as a reference in Big Data in Education. With the goal of exploring which factors at country, school and student level have a higher relevance in predicting student performance, this paper proposes an Educational Data Mining approach to detect and analyze factors linked to academic performance. To this end, we conducted a secondary data analysis and built decision trees (C4.5 algorithm) to obtain a predictive model of school performance. Specifically, we selected as predictor variables a set of socioeconomic, process and outcome variables from PISA 2018 and other sources (World Bank, 2020). Since the unit of analysis were schools from all the countries included in PISA 2018 (n = 21,903), student and teacher predictor variables were imputed to the school database. Based on the available student performance scores in Reading, Math, and Science, we applied k-means clustering to obtain a categorized (three categories) target variable of global school performance. Results show the existence of two main branches in the decision tree, split according to the schools’ mean socioeconomic status (SES). While performance in high-SES schools is influenced by educational factors such as metacognitive strategies or achievement motivation, performance in low-SES schools is affected in greater measure by country-level socioeconomic indicators such as GDP, and individual educational indicators are relegated to a secondary level. Since these evidences are in line and delve into previous research, this work concludes by analyzing its potential contribution to support the decision making processes regarding educational policies.

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Section: Research On Factors Associated With Student Performancementioning

confidence: 99%

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques

Gamazo

Martínez‐Abad

2020

Front. Psychol.

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Analysis of a criterial examination of integral calculus: the case of a public university of Mexico

Fuentes-Lara¹,

Salinas²,

Justo-López³

2021

EJS

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This research analyzes the quality and results of a criterial and large-scale comprehensive calculus test in the school cycles between 2014 and 2019 to a total of 5367 second-semester students of the engineering careers of a mexican public university. With the results obtained it is observed that the criterial examination of integral calculus is a valid, reliable test with satisfactory power of discrimination and with a majority load of procedural reagents. The results of the research show that the greatest difficulty for students is focused on integration techniques, especially when trigonometric functions are involved. It was also found that the success of students in the ECCI is due to the ability to resolve integrals with hyperbolic, exponential and logarithmic functions, as well as the proper application of the fundamental theorem of calculus and the technique of variable change.

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Análisis del rendimiento escolar en el sistema educativo peruano

Siancas Escobar,

Seminario Morales

2024

AYPATE

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El presente trabajo evalúa el efecto de variables como sexo del estudiante, ámbito de la institución educativa, el tipo de institución educativa y la gestión de la institución educativa, sobre las probabilidades de logro en comprensión lectora y matemáticas en los estudiantes del segundo grado de primaria del sistema educativo peruano, se utilizó la metodología de los modelos Logit Ordenados, los datos corresponden a 541,422 estudiantes que rindieron la Evaluación Censal de Estudiantes (ECE, 2016), que se llevó a cabo en los 24 departamentos y Lima Metropolitana. Los resultados evidenciaron que los estudiantes mujeres presentan un mayor nivel de logro en comprensión lectora, en tanto, los estudiantes hombres, obtienen mayores niveles de logro en matemáticas. Por su parte, los estudiantes de las escuelas no estatales, rinden más en comprensión lectora y los estudiantes de las escuelas estatales, presentan un mayor logro en matemáticas. De otro lado los estudiantes de las escuelas poli-docentes presentan mayores niveles de logro en comprensión lectora y matemáticas. Se observa también, que, a pesar de mejoras en el logro educativo en los últimos años, persisten las brechas en el ámbito urbano y rural, así, los estudiantes del ámbito urbano evidencian mayores niveles de logro en comprensión lectora y matemáticas.

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Estudio multinivel sobre las variables explicativas de los resultados de México en PISA 2015

Cited by 3 publications

References 22 publications

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques

Analysis of a criterial examination of integral calculus: the case of a public university of Mexico

Análisis del rendimiento escolar en el sistema educativo peruano

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