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INFLUENCE OF CONTEXTUAL VARIABLES ON ACADEMIC PERFORMANCE
Andrea MartínezLola Ortega María LizánBeniamin LetowskiPaola García
INTRODUCTIONIn systematic reflection of the relationships between society and the education system, the question of academic performance is one of the fundamental aspects of the social and educational research.
the persistence
of inequalities in
social opportunities in education
the quality of
education depending on their contexts
the differences in their results
...are some of aspects used to analyze and interpret the complex structure of institutional education in their projection to personal and social levels.
FOUR PREDICTIVE MODELS ADOPTED IN EXPLAINING ACADEMIC PERFORMANCE:
• focuses on the analysis of the static dimensions of the individual, and these are of a personal nature: intelligence, personality, maturity, motivation
The psychological
model• stresses the consideration of social factors external to the school: social class, cultural environment, family environment, economic resources
The sociological model
• some of the most immediate importance of the subject interpersonal processes: self-esteem, self-concept, learned helplessness
The psychosocial
model• exists in the influence of all the above mentioned dimensions, thus deriving a predictive scheme interrelationships
The eclectic interaction
model
IN THE BROAD OVERVIEW OF EMPIRICAL RESEARCH FROM THE SOCIOLOGICAL CONTRIBUTION, IDENTIFYING
CONTEXTUAL VARIABLES POTENTIALLY ASSOCIATED WITH SCHOOL PERFORMANCE IT HAS FOCUSED ON TWO
LEVELS:THE MACROSOCIOLOGICAL AND
MICROSOCIOLOGICAL
Macro-level sociology looks at
large-scale social processes, such as social stability and
change.
Micro-level sociology looks at small-scale interactions between individuals, such as conversation or group dynamics.
FROM A SOCIOLOGICAL PERSPECTIVE, CONTEXTUAL VARIABLES ON WHICH IS INSCRIBED THE PROCESS OF TEACHING AND LEARNING WITHIN THE SAME SCHOOL OCCUPY THE PRIORITY FRAMEWORK OF REFERENCE IN THE STUDY OF THE FACTORS THAT DETERMINE ACADEMIC PERFORMANCE:
the structural and
environmental aspects of the educational institution
the structural dimensions of the classroom
and the teaching-learning process
the organization of
studies
relations between
students and teacher-student
1.2 CONTEXTUAL VARIABLES. IDENTIFICATION Sociological analysis in relation with the
contextual aspects in school performance has caused a great impact.
Due to the main role that they represent in school performance
used as a criteria for reference in contextual variables.
category of socio-educative indicators .
LEVEL 1:
Rural areas Urban areas Semi urban-rural areas
Social Class.
Cultural resources in the family. Economic incomes (Income per capita).
Parent’s educative level.
GEOGRAPHIC:
SOCIOECONOMIC:
Interaction teacher-student Team work Participation levels. Homework Extracurricular activities
Discipline Punishment/ gift.
Attendance to pre school Repeated grades
Linguistic code. Bilingualism
CLASSROOM:
LEVEL 2:
Centre/Suburbs – Coast/inland.
Mixed/non-mixed. One level /interlevels Didactic material-quality Educative resources
Parent’s job Number of members in the family
Parent’s age Order of siblings
Home quality Linguistic code in the family/ Bilingualism /Diglossia.
GEOGRAPHIC:
CLASSROOM:
SOCIOECONOMIC:
Public/private centre Religious/ non religious centre Mixed/non mixed centre
Centre’s location (Centre/suburb) Number of students in the centre
Academic resources Building’s quality
ACADEMIC:
LEVEL 3: Comarcal/regional/autonomic differentiation.
Squared metres Number of students
School transport Canteen Extracurricular activities
CLASSROOM:
GEOGRAPHIC:
ACADEMIC:
OBJECTIVES AND HYPOTHESIS
analysis of interactions
between contextual variables indicated
analysis of the relationships
between contextual variables
description and analysis
of the relationships
between contextual variables object of
study
A. Contextual variables are mutually statistically significant relationships
B. The performance variables present each other statistically significant
relationships, both in relation to the specific evidence in relation to school
grades
C. Contextual variables have a significant relationship with the
variables of performance; they are determined by specific variables
D. The relationship of the contextual variables with the qualifications will be
more intense than with the specific tests, since the ratings are determined
by the context
METHODOLOGYType of Centre Type of
population Region
SexUse or not of school
transportation
Employment status
of parents
Social classLevel of
education of parents
State civil's
parents
PERFORMANCE VARIABLES
School ratings by the teacher: scores of the areas and the average obtained throughout the notes.
Specific tests: spelling, Mathematics and calculation, Mathematics and applications, and reading comprehension.
TYPES OF HYPOTHESISType A: Data on
contextual variables
obtained from questionnaires
often respond to the level of
nominal measurement.
Type B: Propose the
analysis of the matrix of
correlations between variables.
Hypothesis of types C and d
According to the categorization established in
the independent variables
included in each of the designs.
INFLUENCES OF CONTEXTUAL VARIABLES IN THE VARIOUSPERFORMANCE MEASURES (HYPOTHESIS A, B, C AND D)
Factor I collect all grades in different subjects and note global. The teacher is who
describes it, so is subjective.
•Global Note•Natural C. Note•Note on language•Note on C. Social•Note in foreign language•Note in mathematics
Factor II, on the other hand, includes the four objective
tests regulated, administered to subjects, following
overruns:
•Mathematical calculation•Mathematics applied.•Reading comprehension.•Spelling.
5. CONCLUSIONS Contextual variables set, from a global perspective location –
significant studies with the performance variables studied.
In this sense, it could ratify that these relations are not
fixed and permanent, but are determined by specific
modulating variables (sex, social class, size of population,
etc.). The independent variables
defined as shortcut to exert a greater incidence in the
dependent variables defined in terms of academic performance
are those that allude to structural, institutional and
academic aspects. The family variables hardly exerted significant influences.
Evaluating the results from specific relationships between different variables, they are particularly of the variable 'type of Center', in
global notes and specific tests, with scores stockings friendly centres private and religious.
The variable «geographical criteria», analyzed on the basis of the reconceptualization of the autonomous regions.
The variable «repetition», both in global notes and specific, favouring, obviously, to the non-repeaters.
Variable «social class», with noticeable differences, it is favorable to the upper class to lower class.
The variable 'level of studies of the father' in specific tests and the variable ‘level of studies of the mother) in specific studies.
The variable 'years of attendance at the school before the school', those are the years of kindergarden.
In the analysis of two or more factors, also in generic terms, become highlighted significant differences when the variables are taken into
account:
«Type of Centre» and «people».
'Social class' and ' type of
Center ».
«Class» and «assistance
to preschool».
«Population» and «travel to school».
«Type of Centre» and «assistance
to preschool »
«Type of Centre» and «repetition».
«Class» and «repetition».
The results obtained in the ratings (notes global) with relations less sensitive to the influence of contextual variables since «the relationship of the contextual variables with the qualifications would be more intense than with the specific tests, since the
ratings would be largely determined by the context».
TRUE/FALSE QUESTIONS.
1. The psychological model is one of the four predictive models adopted in explaining academic performance.
2. Socio-educative indicators serve as a guide for analysing educative context and school performance.
3. According to the contextual variables of education, the type of centre could be an example
4. In performance measures, the Factor I collect all grades in different subjects and note global.
5. Contextual variables set, from a global perspective location - significant studies with the performance variables studied.
MULTIPLE CHOICE1. What are two levels used in the broad
overview of empirical research, potentially associated with school performance?
a) macro and micro-sociological b) psychological and sociological c) psychosocial and sociological
2. Socioeducative indicators are divided in:a) Two levels of importance, from most to less.b) Three levels of importance, from most to less.c) Three levels of importance, from less to more.
MULTIPLE CHOICE
3. According to the contextual variables of education, some examples are:a) Social Classb) State civil’s parentsc) All are correct
4. The independent variables defined as a short cut to exert a greater incidence in the dependent variables defined in terms of academic performance are those that allude to:a) Family, school and students.b) structural, institutional and academic aspects.c) Social , econonomical and educational principles.