Effect Size of Indices Associated with the Context of Learning and Performance of Students in 6th Grade TERCE Natural Sciences Test
Keywords:
Academic achievement, Academic standards, Family influence, Educational attitudes, Natural sciences.Abstract
From the data of the Third Regional Study Comparative and Explanatory, effect sizes of direct indirect relations of four indices generated on the test score in science (sixth grade) were evaluated. Generated indexes were: willingness to learn, teacher attendance, willingness to teach perceived by the student, achievement expectations and index monitoring, considered critical in the generation of a learning and assessment context. The results show that the proposed model accounts for 5.8% of the variance, highlighting the contribution factor teacher attendance (perceived by the student). Colombia data as an example case of consistency of the overall results are presented. The results are discussed in terms of theoretical importance of all evaluated relations and methodology. Limitations of existing information identified in the study TERCE as to the expectations of students and educational actions (teacher) that do not allow the general assessment of the interaction between the agents in educational system.
Downloads
References
Arbuckle, J. (2015). IBM® SPSS® Amos™ 22 User’s Guide. Londres: IBM.
Cárdenas, M. y Arancibia, H. (2014). Potencia estadística y cálculo del tamaño del efecto en G * Power: complementos a las pruebas de significación estadística y su aplicación en psicología. Salud y Sociedad, 5(2), 210–224.
Casarini, M. (2012). Teoría y diseño curricular. México: Trillas.
Hattie, J. (1999). Influences on student learning. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/
Hattie, J. (2008). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Nueva York: Routledge.
Linacre, J. M. (2013). Winsteps® [Computer Software]. Recuperado de http://www.winsteps.com/
López Vargas, O. y Hederich Martínez, C. (2010). Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia. Revista Colombiana de Educación, 58, 14–39.
Montero, I. y León, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862.
Páramo, P. y Hederich, C. (2014). Presentación. Revista Colombiana de Educación, 66, 13–16.
Páramo, P., Hederich, C., López, O., Sanabria, L. y Camargo, A. (2015). ¿Dónde ocurre el aprendizaje? Psicogente, 18(34), 320–335. doi:10.17081/psico.18.34.508
Ripoll, J. C. y Aguado, G. (2014). Reading comprehension improvement for spanish students: a meta-analysis. Revista de Psicodidáctica, 19(1), 27–44. doi:10.1387/revpsicodidact.9001
Sandoval-Escobar, M. y Medina, I. F. (2015). The behavioral perspective model in the latin-american context. En G. Foxall (Ed.), The routledge companion to consumer behavior analysis (pp. 213–227). Nueva York: Routledge.
Treviño, E., Fraser, P., Meyer, A., Morawietz, L., Hinostrosa, P. y Naranjo, E. (2016). Informe de resultados TERCE. Factores asociados 2015. Santiago: UNESCO.
UNESCO. (2015). Tercer informe SERCE. Santiago: LLECE.
UNESCO. (2016). Qué hace a un curriculum de calidad. Santiago: UNESCO.