Estatus socioeconómico y rendimiento matemático en la Unidad Educativa “Mercedes Aveiga de Zambrano”, período 2022/2023, Manabí
Barra lateral del artículo
Contenido principal del artículo
Resumen
Un parámetro fundamental en la educación es el rendimiento académico en matemáticas, lo cual depende de una serie de factores asociados al estatus socioeconómico de la familia (ESE). De tal manera que, el objetivo de la presente investigación pretendió explorar la relación entre el ESE familiar de la Unidad Educativa “Mercedes Aveiga de Zambrano”, período 2022/2023 del Distrito 13D07 y el rendimiento matemático de sus alumnos. Se llevaron estadísticas dentro la de la UE sobre el ESE familiar y se tuvo el rendimiento académico en matemáticas. Se realizó una encuesta a todos los estudiantes de la UE. Basado en: a) participación del representante en actividades y eventos escolares, (b) interés del representante en asuntos relacionados con lo que estoy estudiando en la escuela, (c) influencia del representante en la selección de cursos extracurriculares en la escuela, (d) Su representante participa en la planificación de programas escolares, e) su representante ayuda en las consultas o tareas sobre matemáticas. Existieron diferencias estadísticas entre SES familiar y la diversidad representante. Hubo una relación inversamente proporcional entre ESE familiar e involucramiento del representante en el rendimiento académico en matemáticas. Siendo este un indicador fundamental para el desarrollo del país.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores transfieren los derechos de publicación a la revista en todos sus formatos y medios digitales.
En lo referente al Copyright CC BY-NC-SA 4.0 Esta revista está bajo una licencia de https://creativecommons.org/licenses/by-nc-sa/4.0/.
Usted es libre de:
- Compartir: copiar y redistribuir el material en cualquier medio o formato
- Adaptar: remezclar, transformar y construir sobre el material
- El licenciante no puede revocar estas libertades siempre y cuando usted siga los términos de la licencia.
Bajo los siguientes términos:
- Atribución: debe dar el crédito apropiado, proporcionar un enlace a la licencia e indicar si se hicieron cambios. Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial: no puede utilizar el material con fines comerciales.
- ShareAlike - Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales: no puede aplicar términos legales o medidas tecnológicas que restrinjan legalmente a otros de hacer cualquier cosa que la licencia permita.
Avisos:
No tiene que cumplir con la licencia para los elementos del material en el dominio público o cuando su uso esté permitido por una excepción o limitación aplicable.
No se dan garantías. Es posible que la licencia no le dé todos los permisos necesarios para su uso previsto. Por ejemplo, otros derechos como la publicidad, la privacidad o los derechos morales pueden limitar la forma en que utiliza el material.
Citas
Adimora, D. E., Nwokenna, E. N., Omeje, J. C., & Eze, U. N. (2015). Influence of socio-economic status and classroom climate on mathematics anxiety of primary school pupils. Procedia-Social and Behavioral Sciences, 205, 693-701. https://doi.org/10.1016/j.sbspro.2015.09.109
Andrade-Cedeño, L. S., & Molina-Álvarez, B. E. (2022). Caracterización de las instituciones educativas-distrito 13D07 en relación a la implementación del plan institucional de continuidad educativa, Manabí, período 2020-2021 (Master’s thesis, Calceta: ESPAM MFL). https://repositorio.espam.edu.ec/handle/42000/1913
Avants, B. B., Hackman, D. A., Betancourt, L. M., Lawson, G. M., Hurt, H., & Farah, M. J. (2015). Relation of childhood home environment to cortical thickness in late adolescence: specificity of experience and timing. PloS One, 10(10), e0138217. https://doi.org/10.1371/journal.pone.0138217
Bapat, R., van Geel, M., & Vedder, P. (2017). Socio-economic status, time spending, and sleep duration in Indian children and adolescents. Journal of Child and Family Studies, 26, 80-87. https://doi.org/10.1007/s10826-016-0557-8
Bartel, V. B. (2010) Home and school Factors Impacting Parental Involvement in a Title I Elementary School. Journal of Research in Childhood Education. 24:209-228. https://doi.org/10.3200/JOER.98.4.196-207
Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5, Part 2), 9-49.
Beller, A. H., & Chung, S. S. (1992). Family structure and educational attainment of children: Effects of remarriage. Journal of Population Economics, 5(1), 39-59. https://doi.org/10.1007/BF00160328
Bellibas, M. S., & Gumus, S. (2013). The impact of socio-economic status on parental involvement in Turkish primary schools: Perspective of teachers. International Journal of Progressive Education, 9(3), 178-193. https://dergipark.org.tr/en/pub/ijpe/issue/26322/277390
Borgerhoff-Mulder, M. (2007). Hamilton’s rule and kin competition: the Kipsigis case. Evolution and Human Behavior, 28(5), 299-312. https://doi.org/10.1016/j.evolhumbehav.2007.05.009
Borgonovi, F. & Montt, G. (2012), “Parental Involvement in Selected PISA Countries and Economies”, OECD Education Working Papers, No. 73, OECD Publishing, Paris, https://doi.org/10.1787/5k990rk0jsjj-en
Bortz, J., & Schuster, C. (2011). Statistik für Human-und Sozialwissenschaftler: Limitierte Sonderausgabe. Springer-Verlag. https://books.google.es/books?hl=es&lr=&id=UhYjBAAAQBAJ&oi=fnd&pg=PR7&dq=Statistik+f%C3%BCr+Human-und+Sozialwissenschaftler:+Limitierte+Sonderausgabe.+&ots=4nZEkDKAuY&sig=Wbl2Df4G_uWOlYHTXU32wz0O94Q#v=onepage&q=Statistik%20f%C3%BCr%20Human-und%20Sozialwissenschaftler%3A%20Limitierte%20Sonderausgabe.&f=false
Bosman, R., & Louwes, W. (1988). School careers of children from one-parent and 2-parent families-an empirical inquiry into the effects of belonging to a one-parent family on the educational-attainment of children. Netherlands Journal of Social Sciences, 24(2), 117-131.
Cabus, S. J., & Ariës, R. J. (2017). What do parents teach their children? The effects of parental involvement on student performance in Dutch compulsory education. Educational Review, 69(3), 285-302. https://doi.org/10.1080/00131911.2016.1208148
Cañadas-López, Á. (2005). Providing information about natural resources as a base to support the decentralization of the forest sector in Canton Loreto-Ecuador. Göttingen, Germany: Forschungszentrum Waldökosysteme.
Cetin, S. K., & Taskin, P. (2016). Parent involvement in education in terms of their socio-economic status. Eurasian Journal of Educational Research, 16(66), 105-122. http://dx.doi.org/10.14689/ejer.2016.66.6
Clinton, J., & Hattie, J. (2013). New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education, 33(3), 324-337. https://doi.org/10.1080/02188791.2013.786679
Cheng, H., & Furnham, A. (2012). Childhood cognitive ability, education, and personality traits predict attainment in adult occupational prestige over 17 years. Journal of Vocational Behavior, 81(2), 218-226. https://doi.org/10.1016/j.jvb.2012.07.005
Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18(4), 321-336. https://doi.org/10.1016/j.learninstruc.2007.06.003
Chiu, M. M. (2007). Families, economies, cultures, and science achievement in 41 countries: country-, school-, and student-level analyses. Journal of Family Psychology, 21(3), 510. https://doi.org/10.1037/0893-3200.21.3.510
Dumay, X., & Dupriez, V. (2008). Does the school composition effect matter? Evidence from Belgian data. British Journal of Educational Studies, 56(4), 440-477. https://doi.org/10.1111/j.1467-8527.2008.00418.x
Erola, J., Kilpi-Jakonen, E., Prix, I., & Lehti, H. (2018). Resource compensation from the extended family: Grandparents, aunts, and uncles in Finland and the United States. European Sociological Review, 34(4), 348-364. https://doi.org/10.1093/esr/jcy021
Goren, H., & Yemini, M. (2017). The global citizenship education gap: Teacher perceptions of the relationship between global citizenship education and students’ socio-economic status. Teaching and Teacher Education, 67, 9-22. https://doi.org/10.1016/j.tate.2017.05.009
Guzmán, B., Rodríguez, C., & Ferreira, R. A. (2021). Longitudinal performance in basic numerical skills mediates the relationship between socio-economic status and mathematics anxiety: Evidence from Chile. Frontiers in Psychology, 11, 3983. https://doi.org/10.3389/fpsyg.2020.611395
Hampden-Thompson, G. (2009). Are two better than one? A comparative study of achievement gaps and family structure. Compare, 39(4), 517-534. https://doi.org/10.1080/03057920802366372
Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. National Committee for Citizens in Education.
Henriques, C. O., Chavez, J. M., Gouveia, M. C., & Marcenaro-Gutierrez, O. D. (2022). Efficiency of secondary schools in Ecuador: A value-based DEA approach. Socio-Economic Planning Sciences, 82, 101226. https://doi.org/10.1016/j.seps.2022.101226
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740. https://doi.org/10.1037/a0015362
Hill, N. E., & Wang, M. T. (2015). From middle school to college: developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology, 51(2), 224. https://doi.org/10.1037/a0038367
Hardy, C. W. M. (2009). Bourdieu and the art of education: a socio-theoretical investigation of education, change and art (Doctoral dissertation, University of Winchester).
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52. https://doi.org/10.1080/00131911.2010.488049
IBM Corp. (2022). IBM SPSS Statistics for Windows (Version 20.0). [Computer software]. IBM Corp.
Igbokwe, D. I. (2003). An assessment of the foundation for a sustainable scientific and technological development in Nigeria. Journal of Issues on Mathematics, 6(1), 18-30.
Jeynes, W. H. (2002). Examining the effects of parental absence on the academic achievement of adolescents: The challenge of controlling for family income. Journal of family and Economic Issues, 23, 189-210. https://doi.org/10.1023/A:1015790701554
Jeynes, W. H. (2012) A meta-analysis of the efficacy of different types of parental Involvement programs for the urban students. Urban Education, 47(4), 706-742. https://doi.org/10.1177/004285912445643
Kim, S. W., Cho, H., & Kim, L. Y. (2019). Socioeconomic status and academic outcomes in developing countries: A meta-analysis. Review of Educational Research, 89(6), 875-916. https://doi.org/10.3102/0034654319877155
Kiwanuka, H. N., Van Damme, J., Van Den Noortgate, W., Anumendem, D. K., & Namusisi, S. (2015). Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda. South African Journal of Education, 35(3). https://doi.org/10.15700/saje.v35n3a1106
Kreidl, M., & Hubatkova, B. (2014). Does coresidence with grandparents reduce the negative association between sibship size and reading test scores? Evidence from 40 countries. Research in Social Stratification and Mobility, 38, 1-17. https://doi.org/10.1016/j.rssm.2014.04.001
Kwarteng, P., Asiamah, F., Twumasi, A. O., Nkansah, J. O., Issaka, J., & Afetorgbor, S. K. (2022). Parental involvement in the academic performance of students in Ghana: socio-economic status. Open Journal of Educational Research, 114-125. https://doi.org/10.31586/ojer.2022.305
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 73-85. https://doi.org/10.2307/2112583
Liu, J., Peng, P., & Luo, L. (2020). The relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32, 49-76. https://doi.org/10.1007/s10648-019-09494-0
Ludicke, P., & Kortman, W. (2012). Tensions in home–school partnerships: The different perspectives of teachers and parents of students with learning barriers. Australasian Journal of Special Education, 36(2), 155-171. https://doi.org/10.1017/jse.2012.13
Mahuteau, S., & Mavromaras, K. (2014). An analysis of the impact of socio-economic disadvantage and school quality on the probability of school dropout. Education Economics, 22(4), 389-411. https://doi.org/10.1080/09645292.2014.918586
Marks, G. (2014). Reaching Year 12 in Victoria, Australia: student and school influences. Educational Research and Evaluation, 20(5), 333-347. https://doi.org/10.1080/13803611.2014.964262
Magwa, S., & Mugari, S. (2017). Factors affecting parental involvement in the schooling of children. International Journal of Academic Research and Reflection, 5(1), 74-81.
Milardo, R. M. (2009). The forgotten kin: Aunts and uncles. Cambridge University Press.
Misksic, M. (2015). Parent Involvement: Theory, Practice and Head start: The role of social capital. Available from World Wide Web: http://ciep. hunter. cuny. edu/wp content/uploads/2014/03/Parent-involvement FINAL. pdf.
Mphale, L. M., & Mhlauli, M. B. (2014). An Investigation on students’ academic performance for junior secondary schools in Botswana. European Journal of Educational Research, 3(3), 111-127. https://doi.org/10.12973/eu-jer.3.3.111
Oggenfuss, F. (1984). Jugendliche aus scheidungsfamilien. Familiendynamik, 9(1), 71-83.
Parker, E. M., & Short, S. E. (2009). Grandmother coresidence, maternal orphans, and school enrollment in sub-Saharan Africa. Journal of Family Issues, 30(6), 813-836. https://doi.org/10.1177/0192513X09331921
Pluck, G. (2021). Theory of mind ability and socioeconomic status, a study of street-connected children and adolescents in Ecuador. Psych, 3(2), 72-84. https://doi.org/ 10.3390/psych3020008
Pluck, G., Banda-Cruz, D. R., Andrade-Guimaraes, M. V., & Trueba, A. F. (2018). Socioeconomic deprivation and the development of neuropsychological functions: A study with “street children” in Ecuador. Child Neuropsychology, 24(4), 510-523. https://doi.org/10.1080/09297049.2017.1294150
Ponczek, V. (2011). Income and bargaining effects on education and health in Brazil. Journal of Development Economics, 94(2), 242-253. https://doi.org/10.1016/j.jdeveco.2010.01.011
Pong, S. L., & Chen, V. W. (2010). Co-resident grandparents and grandchildren’s academic performance in Taiwan. Journal of Comparative Family Studies, 41(1), 111-129. https://doi.org/10.3138/jcfs.41.1.111
Prix, I., & Pfeffer, F. T. (2017). Does Donald need Uncle Scrooge? Extended family wealth and children’s educational attainment in the United States. In Social inequality across the generations (pp.112-135). Edward Elgar Publishing. https://doi.org/10.4337/9781786432568.00013
Ramey, S. L., & Ramey, C. T. (1998). Commentary: The transition to school: Opportunities and challenges for children, families, educators, and communities. The Elementary School Journal, 98(4), 293-295.
Rentería Pérez, E., Maldonado Turra, C., & Lanza Queiroz, B. (2007). Abuelos y nietos ¿una convivencia beneficiosa para los más jóvenes? El caso de Brasil y Perú. Papeles de Población, 13(52), 47-75.
Ryabov, I., & Van Hook, J. (2007). School segregation and academic achievement among Hispanic children. Social Science Research, 36(2), 767-788. https://doi.org/10.1016/j.ssresearch.2006.04.002
Sanders, M. G., & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin Press.
Sear, R., & Mace, R. (2008). Who keeps children alive? A review of the effects of kin on child survival. Evolution and Human Behavior, 29(1), 1-18. https://doi.org/10.1016/j.evolhumbehav.2007.10.001
Sheldon, S. B. (2009). Improving student outcomes with school, family, and community partnerships: A research review. JL Epstein et. al. School, family and community partnerships: Your handbook for action, 40-56.
Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Educational Research, 98(4), 196-207. https://doi.org/10.3200/JOER.98.4.196-207
Schrijner, S., & Smits, J. (2018). Grandmothers and children’s schooling in Sub-Saharan Africa. Human Nature, 29(1), 65-89. https://doi.org/10.1007/s12110-017-9306-y
Strassmann, B. I., & Garrard, W. M. (2011). Alternatives to the grandmother hypothesis: A meta-analysis of the association between grandparental and grandchild survival in patrilineal populations. Human Nature, 22, 201-222. https://doi.org/10.1007/s12110-011-9114-8
Sadruddin, A. F., Ponguta, L. A., Zonderman, A. L., Wiley, K. S., Grimshaw, A., & Panter-Brick, C. (2019). How do grandparents influence child health and development? A systematic review. Social Science & Medicine, 239, 112476. https://doi.org/10.1016/j.socscimed.2019.112476
Shi, B. G., & Shen, J. L. (2007). The relationships among family SES, intelligence, intrinsic motivation and creativity. Psychological Development and Education, 23(1), 30-34.
Shute,V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011) A relationship between parental involvement and secondary school students’ academic achievement. Education Research international, 2011, 1-10. https://doi.org/10.1155/2011/915326
Tamasane, T., & Head, J. (2010). The quality of material care provided by grandparents for their orphaned grandchildren in the context of HIV/AIDS and poverty: A study of Kopanong municipality, Free State. SAHARA-J: Journal of Social Aspects of HIV/AIDS, 7(2). https://doi.org/10.1080/17290376.2010.9724960
Van Ewijk, R., & Sleegers, P. (2010). The effect of peer socioeconomic status on student achievement: A meta-analysis. Educational Research Review, 5(2), 134-150. https://doi.org/10.1016/j.edurev.2010.02.001
Wamala, R., Saint Kizito, O., & Jjemba, E. (2013). Academic achievement of Ugandan sixth grade students: influence of parent’s education levels. Contemporary Issues in Education Research (CIER), 6(1), 133-142. https://doi.org/10.19030/cier.v6i1.7612
Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PloS One, 14(3), e0213783. https://doi.org/10.1371/journal.pone.0213783
Zeng, Z., & Xie, Y. (2014). The effects of grandparents on children’s schooling: Evidence from rural China. Demography, 51(2), 599-617. https://doi.org/10.1007/s13524-013-0275-4