Modelos de regresión multinivel para evaluación de competencias en matemáticas y lingüística en educación primaria

Abstract

[EN] Abstract Education is the foundation of all developed or developing, also including developing countries in order to improve educational quality now greater financial resources allocated to this sector. It is so important that in Spain the Constitution provides for the right to education as one of the most fundament al, specifically in art. 27.1. I nternational assessments such as PISA (Program for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in Internation al Mathematics and Science Study), are annually made with the intent to identify and meet the academic state in which are students of different countries, whose results contribute to establishing appropriate educational policies and reduce educational ineq uities in the student population. This work is based on the General diagnostic evaluation conducted in 2009, where a 28708 Spanish students from 887 schools were evaluated, whose main objective is to assess the impact factors of personal, family environmen t and school in the abilities of students of 4th grade of primary education in language and math skills communication. To do this, first, similar studies are reviewed in national and international context, also a detailed and thorough scientific production related to the analysis developed in this work. With the revised and respecting the hierarchical structure present data literature, a multilevel regression analysis was performed to determine whether these factors influence student achievement, including th e results achieved to identify. W ithin the personal and family environment of 11 variables studied age has no influence with respect to the other all turn out to be statistically significant in the ratio of increase or decrease in score for both competit ions in the same way. It is also possible to detect that the 3 variables studied for the school environment turn out to be statistically significant. It is also noted that the main cause of repetition is the age at which students start school or daycare, a nd so that parents want their children to finish a college degree a determining factor is not to be repeated and have a relatively high rate of social, economic and cultural status. F inally also it identifies students in private schools have better perform ance against the public center. On the other hand, the analysis of random effect, it is identified that the average score is not equal in all centers for both competitions. In conclusion, the analysis with multilevel techniques allows us to obtain in this study results that contribute to make decisions to improve from the level of responsibility of the educational actors who must develop immediate actions and strategies aimed at improving the quality of learning of Country students

[ES] La enseñanza en los colegios ha cambiado notablemente debido al desarrollo de las tecnologías de la información, la diversidad del alumnado o los nuevos modos de enseñanza aprendizaje, al tiempo que las entidades gubernamentales realizan grandes inversiones encaminadas a la mejora de la educación. Por ello, resulta esencial conocer qué factores del entorno familiar y académico del alumno favorecen el éxito académico. Entre los posibles indicadores definidos para medir este resultado, las puntuaciones en competencias específicas constituyen una medida generalizada de rendimiento académico. Este trabajo plantea un análisis de dichas competencias, en base a la estructura jerárquica de alumnos matriculados en distintos colegios de España. Para ello, se trabajará con los datos de la Evaluación General de Diagnóstico, recopilados en 2009 por el Ministerio de Educación, Cultura y Deporte, a nivel nacional. Esta base de datos consta de más de 28.000 registros de niños que estudiaban cuarto de Educación Primaria y fueron evaluados en competencias mediante una prueba común. Como resultado de este trabajo se espera identificar qué condiciones del entorno de los niños favorece la adquisición de competencias en matemáticas y lingüística.