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.