Relationship between Context of Origin and Academic Achievement upon Completing Elementary School

Relationship between Context of Origin and Academic Achievement upon Completing Elementary School

This study was conducted with the goal of explaining the effect that students’ context of origin may have on three indicators of academic achievement as they complete elementary school: performance in an assessment of expected learning outcomes in reading and writing skills, and expected learning ou...

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Autors principals: Bazán-Ramírez, Aldo, Hernández-Padilla, Eduardo, Hernández-Rodríguez, César A., Ochoa-Avila, Eneida
Format: Online
Idioma:spa
Publicat: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Accés en línia:https://redie.uabc.mx/redie/article/view/2335
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spelling redie-article-23352024-05-08T20:48:13Z Relationship between Context of Origin and Academic Achievement upon Completing Elementary School Relaciones entre contexto de procedencia y logro académico al terminar la primaria Bazán-Ramírez, Aldo Hernández-Padilla, Eduardo Hernández-Rodríguez, César A. Ochoa-Avila, Eneida Academic achievement reading and writing mathematics context. Logro Lectura y escritura Matemáticas Contexto de procedencia This study was conducted with the goal of explaining the effect that students’ context of origin may have on three indicators of academic achievement as they complete elementary school: performance in an assessment of expected learning outcomes in reading and writing skills, and expected learning outcomes in four mathematical skills; achievement in the ENLACE test (in Spanish and mathematics); and the average grade assigned by the class teacher at the end of the school year. The sample was made up of 76 students from private schools, 103 from public schools in urban areas, and 123 students from indigenous schools and a public school in a rural area. The findings show that 1) there are significant differences in student performance in the three indicators of achievement, according to context of origin; 2) the differences based on context of origin vary depending on the difficulties and characteristics of each type of expected learning outcome; and 3) the structural relationships between the three indicators of academic achievement vary depending on the context of origin and the subject area evaluated. Este estudio fue realizado con la finalidad de explicar el efecto del contexto de procedencia sobre tres indicadores del logro académico: 76 estudiantes de escuelas privadas, 103 estudiantes de escuelas públicas de zona urbana, y 123 estudiantes de escuelas indígenas y pública rural. El logro fue medido con tres indicadores: Desempeño en una evaluación ad hoc en comprensión lectora, producción de textos y matemáticas, Puntajes en la prueba ENLACE y Promedio de calificación del profesor de aula al concluir el año escolar. Los resultados indican que: 1. Existen diferencias significativas de acuerdo al contexto de procedencia, en los desempeños de los estudiantes en los tres indicadores de logro, 2. Las diferencias de acuerdo al contexto de procedencia varían en función de las dificultades y características de cada tipo de aprendizaje esperado, y 3. El contexto de procedencia explica el efecto del desempeño en comprensión lectora, producción de textos y matemáticas, sobre el logro en la prueba ENLACE Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-03-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2335 10.24320/redie.2020.22.e08.2335 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 16 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1 - 16 1607-4041 spa https://redie.uabc.mx/redie/article/view/2335/1983 https://redie.uabc.mx/redie/article/view/2335/1984 https://redie.uabc.mx/redie/article/view/2335/2021 Derechos de autor 2020 Aldo Bazán-Ramírez, Eduardo Hernández-Padilla, César A. Hernández-Rodríguez, Eneida Ochoa-Avila https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Bazán-Ramírez, Aldo
Hernández-Padilla, Eduardo
Hernández-Rodríguez, César A.
Ochoa-Avila, Eneida
spellingShingle Bazán-Ramírez, Aldo
Hernández-Padilla, Eduardo
Hernández-Rodríguez, César A.
Ochoa-Avila, Eneida
Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
author_facet Bazán-Ramírez, Aldo
Hernández-Padilla, Eduardo
Hernández-Rodríguez, César A.
Ochoa-Avila, Eneida
author_sort Bazán-Ramírez, Aldo
title Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
title_short Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
title_full Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
title_fullStr Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
title_full_unstemmed Relationship between Context of Origin and Academic Achievement upon Completing Elementary School
title_sort relationship between context of origin and academic achievement upon completing elementary school
description This study was conducted with the goal of explaining the effect that students’ context of origin may have on three indicators of academic achievement as they complete elementary school: performance in an assessment of expected learning outcomes in reading and writing skills, and expected learning outcomes in four mathematical skills; achievement in the ENLACE test (in Spanish and mathematics); and the average grade assigned by the class teacher at the end of the school year. The sample was made up of 76 students from private schools, 103 from public schools in urban areas, and 123 students from indigenous schools and a public school in a rural area. The findings show that 1) there are significant differences in student performance in the three indicators of achievement, according to context of origin; 2) the differences based on context of origin vary depending on the difficulties and characteristics of each type of expected learning outcome; and 3) the structural relationships between the three indicators of academic achievement vary depending on the context of origin and the subject area evaluated.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2335
_version_ 1798984258485747712

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