dc.creator | García Jiménez, Jesús | es |
dc.creator | Rodríguez Santero, Javier | es |
dc.creator | Torres Gordillo, Juan Jesús | es |
dc.date.accessioned | 2021-02-16T08:12:41Z | |
dc.date.available | 2021-02-16T08:12:41Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | García 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.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/105009 | |
dc.description.abstract | The 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.sponsorship | Universidad de Sevilla: VIPPIT-2018 | es |
dc.format | application/pdf | es |
dc.format.extent | 10 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | sustainability, 12 (23), 1-10. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Educational Efficiency | es |
dc.subject | Educational Evaluation | es |
dc.subject | Educational Quality | es |
dc.subject | Academic Achievement | es |
dc.subject | Student Evaluation | es |
dc.title | Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación | es |
dc.relation.publisherversion | ;https://doi.org/10.3390/su12239933 | es |
dc.identifier.doi | 10.3390/su12239933 | es |
dc.contributor.group | Universidad de Sevilla. EDU2013-44176-P - Equipo de Investigación | es |
dc.journaltitle | sustainability | es |
dc.publication.volumen | 12 | es |
dc.publication.issue | 23 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 10 | es |