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dc.creatorGarcía Jiménez, Jesúses
dc.creatorRodríguez Santero, Javieres
dc.creatorTorres Gordillo, Juan Jesúses
dc.date.accessioned2021-02-16T08:12:41Z
dc.date.available2021-02-16T08:12:41Z
dc.date.issued2020
dc.identifier.citationGarcía Jiménez, J., Rodríguez Santero, J. y Torres Gordillo, J.J. (2020). Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees. sustainability, 12 (23), 1-10.
dc.identifier.issn2071-1050es
dc.identifier.urihttps://hdl.handle.net/11441/105009
dc.description.abstractThe general objective of this study is to explore the relationship between students’ contextual characteristics and their performance in mathematical reasoning (MR) and linguistic comprehension (LC) skills. The census data from the ESCALA (EScritura, CAlculo y Lectura en Andalucía) tests developed by Agencia Andaluza de Evaluación Educativa (AGAEVE) in 2017 were used. These tests are carried out in the second year of primary school in the Autonomous Community of Andalusia (Spain). These data have been analysed through the data mining technique known as segmentation trees, using the CRT (Classification and regression trees) algorithm for each of the skills. This has allowed the detection of the high influence of social and cultural status (ESCS) and familial expectations regarding academic performance in both tests. In addition, it allows us to point out that there are different interactions between contextual characteristics and their relationship to performance in MR and LC. These results have made it possible to establish groups of students who may be at risk of not reaching the minimum required levels. Some characteristics of at-risk students are low ESCS, low family expectations or being born in the last six months of the year. The detection of at-risk profiles could contribute to the optimisation of the performance of these groups by creating specific plans.es
dc.description.sponsorshipUniversidad de Sevilla: VIPPIT-2018es
dc.formatapplication/pdfes
dc.format.extent10 p.es
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofsustainability, 12 (23), 1-10.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducational Efficiencyes
dc.subjectEducational Evaluationes
dc.subjectEducational Qualityes
dc.subjectAcademic Achievementes
dc.subjectStudent Evaluationes
dc.titleInfluence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Treeses
dc.typeinfo:eu-repo/semantics/articlees
dcterms.identifierhttps://ror.org/03yxnpp24
dc.type.versioninfo:eu-repo/semantics/publishedVersiones
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.contributor.affiliationUniversidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educaciónes
dc.relation.publisherversion;https://doi.org/10.3390/su12239933es
dc.identifier.doi10.3390/su12239933es
dc.contributor.groupUniversidad de Sevilla. EDU2013-44176-P - Equipo de Investigaciónes
dc.journaltitlesustainabilityes
dc.publication.volumen12es
dc.publication.issue23es
dc.publication.initialPage1es
dc.publication.endPage10es

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