Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]

Introduction. In Colombia, the General Education Law gave Educational Institutions the authority to organize their academic curricula according to their corresponding Educational Projects. Based on this institutional autonomy, some educational institutions have divided the area of mathematics into s...

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Fecha de publicación:: 2019

Institución:: Universidad de Medellín

Repositorio:: Repositorio UDEM

Idioma:: spa

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repository_id_str
dc.title.none.fl_str_mv	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
title	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
spellingShingle	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11] Random effects model Repeated measures Saber 11 tests Standardized tests Statistics
title_short	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
title_full	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
title_fullStr	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
title_full_unstemmed	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
title_sort	Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
dc.subject.none.fl_str_mv	Random effects model Repeated measures Saber 11 tests Standardized tests Statistics
topic	Random effects model Repeated measures Saber 11 tests Standardized tests Statistics
description	Introduction. In Colombia, the General Education Law gave Educational Institutions the authority to organize their academic curricula according to their corresponding Educational Projects. Based on this institutional autonomy, some educational institutions have divided the area of mathematics into subjects such as statistics and geometry; also they have allocated a weekly time to each one of these subjects. In contrast, other institutions organize the area of mathematics by themes developed at specific times during the school year. In this sense, knowing the effects that one or another allocation could have on educational processes represents an interest for research and for teachers and educational institutions. Objective. Determine the effect that the allocation of teaching hours spent on the statistics subject could have on student performance on the Saber 11th Test in public educational institutions from Medellin-Colombia. Materials and Method. Data were extracted from the Saber 11-test results. A linear model was adjusted with mixed effects. Results. After controlling for the institution effect, it was found that some student-specific variables do impact the results in mathematics. However, allocation of teaching hours spent on statistics is not a significant factor. Conclusions. Time allocation and teaching hours spent on a statistics course do not have automatic or immediate impact on student performance. Every institution should consider strategies to promote student competencies according to their economic and social conditions. © 2019 Corporacion Universitaria Lasallista.
publishDate	2019
dc.date.accessioned.none.fl_str_mv	2020-04-29T14:54:08Z
dc.date.available.none.fl_str_mv	2020-04-29T14:54:08Z
dc.date.none.fl_str_mv	2019
dc.type.eng.fl_str_mv	Article
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.identifier.issn.none.fl_str_mv	17944449
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11407/5815
dc.identifier.doi.none.fl_str_mv	10.22507/rli.v16n1a7
identifier_str_mv	17944449 10.22507/rli.v16n1a7
url	http://hdl.handle.net/11407/5815
dc.language.iso.none.fl_str_mv	spa
language	spa
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dc.relation.citationvolume.none.fl_str_mv	16
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dc.relation.citationstartpage.none.fl_str_mv	201
dc.relation.citationendpage.none.fl_str_mv	213
dc.relation.references.none.fl_str_mv	Batanero, C., Díaz, C., (2011) Estadística Con Proyectos. Granada: Departamento De Didáctica De La Matemática, , http://www.ugr.es/local/batanero/publicaciones%20index.htm Caro, B., Casas, A., Análisis de las diferencias de género en el desempeño de estudiantes colombianos en matemáticas y lenguaje (2013) Instituto Colombiano Para La Evaluación De La Educación, , ICFES, Bogotá Hincapié, D., (2014) Do Longer School Days Improve Student Achievement? Evidence From Colombia. Paper Presented At the Association For Education Finance and Policy Annual Conference, pp. 13-15. , San Antonio, TX March Laird, N.M., Ware, J.H., Random-Effects Models for Longitudinal Data (1982) Biometrics, 38, pp. 963-974 Liu, H., Yan, Z., Shen, J., Goodnessof-fit measures of R2 for repeated measures mixed effect models (2008) Journal of Applied Statistics, 35, pp. 1081-1092 Estándares Básicos de Competencias en Lenguaje, Matemáticas (2006) Ciencias Y Ciudadanas, , Ministerio de Educación Nacional, Bogotá: Ministerio de Educación Nacional Niss, M., Bruder, R., Planas, N., Turner, R., Villa-Ochoa, J.A., Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research (2017) Proceedings of the 13th International Congress On Mathematical Education, pp. 235-248. , https://doi.org/10.1007/978-3-319-62597-3_15, In G. Kaiser (Ed.), Cham: Springer International Publishing Ovalle-Ramírez, C.P., Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única (2018) Education Policy Analysis Archives, 26, p. 81. , https://doi.org/10.14507/epaa.26.2990 Ovalle-Ramírez, C., Villa-Ochoa, J.A., González-Gómez, D., Efecto de la jornada escolar en el desempeño académico de los estudiantes colombianos: Análisis cuasi-experimental y de mediación estadística para informar la política pública de jornada única (2018) Educación Y Ciudad, 34, pp. 39-52 Smith, G., Learning Statistics by Doing Statistics (1998) Journal of Statistics Education, 6 (3), pp. 1-12 Vonesh, E.F., Chinchilli, V.M., Pu, K., Goodness-of-fit in generalized nonlinear mixed-effects models (1996) Biometrics, 52, pp. 572-587 Zacharopoulou, H., Two Learning Activities for a Large Introductory Statistics Class (2006) Journal of Statistics Education, 14 (1), pp. 1-10 Zapata-Cardona, L., Alcance de las tareas propuestas por los profesores de estadística (2014) Uni-pluriversidad, 14 (1), pp. 52-53 Zapata-Cardona, L., Gonzalez-Gómez, D., Imágenes de los profesores sobre la estadística y su enseñanza (2017) Educacion Matematica, 29 (1), pp. 61-89
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_16ec
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dc.publisher.none.fl_str_mv	Corporacion Universitaria Lasallista
dc.publisher.program.none.fl_str_mv	Ingeniería Financiera
dc.publisher.faculty.none.fl_str_mv	Facultad de Ingenierías
publisher.none.fl_str_mv	Corporacion Universitaria Lasallista
dc.source.none.fl_str_mv	Revista Lasallista de Investigacion
institution	Universidad de Medellín
repository.name.fl_str_mv	Repositorio Institucional Universidad de Medellin
repository.mail.fl_str_mv	repositorio@udem.edu.co
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spelling	20192020-04-29T14:54:08Z2020-04-29T14:54:08Z17944449http://hdl.handle.net/11407/581510.22507/rli.v16n1a7Introduction. In Colombia, the General Education Law gave Educational Institutions the authority to organize their academic curricula according to their corresponding Educational Projects. Based on this institutional autonomy, some educational institutions have divided the area of mathematics into subjects such as statistics and geometry; also they have allocated a weekly time to each one of these subjects. In contrast, other institutions organize the area of mathematics by themes developed at specific times during the school year. In this sense, knowing the effects that one or another allocation could have on educational processes represents an interest for research and for teachers and educational institutions. Objective. Determine the effect that the allocation of teaching hours spent on the statistics subject could have on student performance on the Saber 11th Test in public educational institutions from Medellin-Colombia. Materials and Method. Data were extracted from the Saber 11-test results. A linear model was adjusted with mixed effects. Results. After controlling for the institution effect, it was found that some student-specific variables do impact the results in mathematics. However, allocation of teaching hours spent on statistics is not a significant factor. Conclusions. Time allocation and teaching hours spent on a statistics course do not have automatic or immediate impact on student performance. Every institution should consider strategies to promote student competencies according to their economic and social conditions. © 2019 Corporacion Universitaria Lasallista.spaCorporacion Universitaria LasallistaIngeniería FinancieraFacultad de Ingenieríashttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85082661690&doi=10.22507%2frli.v16n1a7&partnerID=40&md5=0ad8a0b1563d8e05fafc756d5f361673161201213Batanero, C., Díaz, C., (2011) Estadística Con Proyectos. Granada: Departamento De Didáctica De La Matemática, , http://www.ugr.es/local/batanero/publicaciones%20index.htmCaro, B., Casas, A., Análisis de las diferencias de género en el desempeño de estudiantes colombianos en matemáticas y lenguaje (2013) Instituto Colombiano Para La Evaluación De La Educación, , ICFES, BogotáHincapié, D., (2014) Do Longer School Days Improve Student Achievement? Evidence From Colombia. Paper Presented At the Association For Education Finance and Policy Annual Conference, pp. 13-15. , San Antonio, TX MarchLaird, N.M., Ware, J.H., Random-Effects Models for Longitudinal Data (1982) Biometrics, 38, pp. 963-974Liu, H., Yan, Z., Shen, J., Goodnessof-fit measures of R2 for repeated measures mixed effect models (2008) Journal of Applied Statistics, 35, pp. 1081-1092Estándares Básicos de Competencias en Lenguaje, Matemáticas (2006) Ciencias Y Ciudadanas, , Ministerio de Educación Nacional, Bogotá: Ministerio de Educación NacionalNiss, M., Bruder, R., Planas, N., Turner, R., Villa-Ochoa, J.A., Conceptualisation of the Role of Competencies, Knowing and Knowledge in Mathematics Education Research (2017) Proceedings of the 13th International Congress On Mathematical Education, pp. 235-248. , https://doi.org/10.1007/978-3-319-62597-3_15, In G. Kaiser (Ed.), Cham: Springer International PublishingOvalle-Ramírez, C.P., Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única (2018) Education Policy Analysis Archives, 26, p. 81. , https://doi.org/10.14507/epaa.26.2990Ovalle-Ramírez, C., Villa-Ochoa, J.A., González-Gómez, D., Efecto de la jornada escolar en el desempeño académico de los estudiantes colombianos: Análisis cuasi-experimental y de mediación estadística para informar la política pública de jornada única (2018) Educación Y Ciudad, 34, pp. 39-52Smith, G., Learning Statistics by Doing Statistics (1998) Journal of Statistics Education, 6 (3), pp. 1-12Vonesh, E.F., Chinchilli, V.M., Pu, K., Goodness-of-fit in generalized nonlinear mixed-effects models (1996) Biometrics, 52, pp. 572-587Zacharopoulou, H., Two Learning Activities for a Large Introductory Statistics Class (2006) Journal of Statistics Education, 14 (1), pp. 1-10Zapata-Cardona, L., Alcance de las tareas propuestas por los profesores de estadística (2014) Uni-pluriversidad, 14 (1), pp. 52-53Zapata-Cardona, L., Gonzalez-Gómez, D., Imágenes de los profesores sobre la estadística y su enseñanza (2017) Educacion Matematica, 29 (1), pp. 61-89Revista Lasallista de InvestigacionRandom effects modelRepeated measuresSaber 11 testsStandardized testsStatisticsImpact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]Articleinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Zuluaica, C.A., Universidad de Medellín. Matemático, Universidad Nacional de Colombia., Colombia; del Pilar Yepes-Guerra, A., Universidad de Medellín, Secretaría de Educación de Medellín., Colombia; Villa-Ochoa, J.A., Universidad de Antioquia, Colombia; Guzmán-Aguilar, D.S., Universidad de Medellín, Colombiahttp://purl.org/coar/access_right/c_16ecZuluaica C.A.del Pilar Yepes-Guerra A.Villa-Ochoa J.A.Guzmán-Aguilar D.S.11407/5815oai:repository.udem.edu.co:11407/58152020-05-27 16:36:47.979Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co

Impact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]

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