Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

García-Jiménez, Jesús; Rodríguez-Santero, Javier; Gordillo, Juan Jesús Torres

doi:10.3390/su12239933

Cited by 6 publications

(6 citation statements)

References 60 publications

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“…The involvement of families in the teaching and learning process has been widely studied to explain the academic success of students during the early stages of education [8,13,14,28,32,33]. However, few studies have focused on the Spanish context to determine which family or contextual factors have an impact on academic performance [9,21,41,42] and only a small part of these studies considers the multilevel effect of these factors in the educational environment [1,20].…”

Section: Discussionmentioning

confidence: 99%

“…In particular, the results obtained have great implications for the theoretical and practical design of school improvement actions in the Andalusian context, which can be generalised to other territories with similar characteristics in practice. Although the study of educational reality is complex and changing, the size of the sample and the results of other associated studies on the Spanish population that show similarities in terms of the variables involved in academic performance [1,9,20,21,42], reinforce the possibilities of integration and extension to other territories. Some of the limitations of this work are to be found in the list of covariates incorporated in the multilevel models, since they were based on the data that AGAEVE had collected in the achievement tests for the 2016/17 school year.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

“…As shown in the work of García-Jiménez et al [9], Martínez-Abad et al [10], Luzarraga et al [11], and Jayanthi et al [12], the socio-economic and cultural conditions of families, family characteristics, gender, and geographical origin have a considerable influence on learning. In addition, achievement beliefs and expectations [13,14], resilience to cope with conflict situations [8], and place of residence or social group [15] are factors related to students that have been studied for their strong influence on academic success.…”

Section: Introductionmentioning

confidence: 96%

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Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

2021

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Academic success and excellence in marks are not only due to the students’ intrinsic abilities or skills. A multitude of contextual variables is involved in the teaching and learning process. This study identifies and analyses the contextual variables that most significantly affect students’ academic performance. We used census data from the ESCALA tests and context questionnaires for the 2016/17 school year, both carried out by the Andalusian Agency for Educational Assessment. Hierarchical Linear Models were used in the data analysis, as they facilitate the control and description of contextual factors. In addition, differences in performance were studied according to the contextual variables that the family dimension encompasses. At all times, a contextualised cross-sectional perspective was considered, taking as a criterion the covariates with significance values lower than 0.01 in the multilevel models and contrast tests. Finally, a list of contextual variables contributing to the explanation of performance is presented. The socio-economic and cultural conditions of families, their expectations towards their children’s education, and their level of involvement in schools have a significant influence on the academic success of primary school students. Academic success is higher among students with families who play an active role and have positive expectations regarding learning.

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Section: Discussionmentioning

confidence: 99%

Section: Conclusion and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

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Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

2021

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“…Furthermore, it can handle big datasets, and the visual representation of DT makes it easy for the researcher to grasp the results which are vital to determining students' characteristics (Mühlbacher et al, 2017). These rules can enlighten stakeholders, notably teachers, on the appropriate teaching approaches or interventions particularly to increase the performance of at-risk students (García-Jiménez et al, 2020). Based on the above DT rules, three dominant attributes are involved, which are Form Four final and mid-term examinations and diversity.…”

Section: Rules Defining Students' Of Different Performance Levels In ...mentioning

confidence: 99%

Predicting students’ performance in English and Mathematics using data mining techniques

Roslan

Chen

2022

Educ Inf Technol

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This study attempts to predict secondary school students' performance in English and Mathematics subjects using data mining (DM) techniques. It aims to provide insights into predictors of students' performance in English and Mathematics, characteristics of students with different levels of performance, the most effective DM technique for students' performance prediction, and the relationship between these two subjects. The study employed the archival data of students who were 16 years old in 2019 and sat for the Malaysian Certificate of Examination (MCE) in 2021. The learning of English and Mathematics is a concern in many countries. Three main factors, namely students' past academic performance, demographics, and psychological attributes were scrutinized to identify their impact on the prediction. This study utilized the Orange software for the DM process. It employed Decision Tree (DT) rules to determine the characteristics of students with low, moderate, and high performance in English and Mathematics subjects. DT and Naïve Bayes (NB) techniques show the best predictive performance for English and Mathematics subjects, respectively. Such characteristics and predictions may cue appropriate interventions to improve students' performance in these subjects. This study revealed students' past academic performance as the most critical predictor, as well as a few demographics and psychological attributes. By examining top predictors derived using four different classifier types, this study found that students' past Mathematics performance predicts their MCE English performance and students' past English performance predicts their MCE Mathematics performance. This finding shows students' performances in both subjects are interrelated.

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“…The general purpose of studies on school effectiveness is to contribute to the improvement of school processes in order to optimize educational results and equity. To achieve this purpose, educational evaluation is indispensable [1-5], especially to identify factors that influence educational performance [6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

2022

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School effectiveness is a topic of interest addressed by numerous research projects focused on clarifying which variables contribute to the explanation of educational performance. This research aims to find out to what extent social, cultural, and academic variables at the student and school levels, as perceived by families, influence performance, and to evaluate the relevance of high residual and gross score criteria in the selection of effective or ineffective schools. Census data from diagnostic evaluations of the Mathematical Reasoning and Linguistic Communication of students in a certain Spanish region, over five academic years, have been used. The multilevel hierarchical analyses carried out have enabled the detection of centers of high and low efficiency, as well as the identification of which factors, related to the idiosyncrasy of the students and the educational center they attend, significantly influence the performance of the students. It was concluded that the socioeconomic and cultural level of the families, the family expectations, the commitment to reading and the educational agreement were significant variables in the explanation of the students’ educational performance, and that the residual score of the educational centers was a valid criterion to estimate their level of effectiveness once the socio-cultural factors have been controlled.

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Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

Cited by 6 publications

References 60 publications

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

Predicting students’ performance in English and Mathematics using data mining techniques

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

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