UNIVERSIDAD DE CASTILLA-LA MANCHA

Facultad de Educacin de Albacete

Asignatura: Pedagogy
Profesor: Antonio Cebrin.
Curso acadmico 2015-2016

GROUP 4. TOPIC 4.

1.Beniamin Letowski.
2. Mara Dolores Ortega Coy.
3. Paola Garca Alcolea.
4. Mara Lizn Moreno.
5. Andrea Martnez Daz.

1. INTRODUCTION
In 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.

From this perspective

the persistence of inequalities in social opportunities in education
the quality of education depending on their contexts, characteristics or resources
the differences in their results, evaluated in terms of success / failure based on the
contents, methods and evaluation criteria
...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:
1. The psychological model, which focuses on the analysis of the static dimensions of
the individual, and these are of a personal nature: intelligence, personality, maturity,
motivation
2. The sociological model, which stresses the consideration of social factors external to
the school: social class, cultural environment, family environment, economic resources
3. The psychosocial model, that some of the most immediate importance of the subject
interpersonal processes: self-esteem, self-concept, learned helplessness
4. The eclectic interaction model, which exists in the influence of all the above
mentioned dimensions, thus deriving a predictive scheme interrelationships
1.1 Notes for the reading of the topics stage
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.
In the perspective of macro-sociological theories, specific attention of a number of
research projects and scientific reports has focused on the search for important variables
that connect the social system and the school system (contextual variables), from
analysis social, cultural and economic structures that relate the two reference systems.
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 relationships.
1.2 Contextual variables. Identification.
Sociological analysis in relation with the contextual aspects in school performance has
caused a great impact. Taking into account the main role that they represent in school
performance they have been translating into a category of socio-educative indicators
that are used as a criteria for reference in contextual variables.

They have consider three levels of importance in the treatment of contextual variables,
consider as most important (level 1), less important (level 2), non significative
importance (level3)

Level 1:

Geographic:
Rural areas
Urban areas
Semi urban-rural areas

Socioeconomic:
Social Class
Cultural resources in the family
Economic incomes (Income per capita)
Parents educative level.

Classroom:
Interaction teacher-student
Team work
Participation levels.
Homework
Extracurricular activities
Discipline
Punishment/ gift.
Attendance to pre school
Repeated grades
Linguistic code.
Bilingualism

Level 2.

Geographic:
Centre/Suburbs Coast/inland.
Classroom:
Mixed/non-mixed.
One level /interlevels
Didactic material-quality
Educative resources
Socioeconomic:
Parents job
Number of members in the family
Parents age
Order of siblings
Home quality
Linguistic code in the family/ Bilingualism /Diglossia.
Academic:
Public/private centre
Religious/ non religious centre
Mixed/non mixed centre

Centres location (Centre/suburb)

Number of students in the centre
Academic resources
Buildings quality
Level 3.

Geographic:
Comarcal/regional/autonomic differentiation.
Classroom:
Squared metres
Number of students
Academic:
School transport
Canteen
Extracurricular activities
2 OBJECTIVES AND HYPOTHESIS
2.1 objectives
The following specific objectives can be realized from the general objective:
(a) description and analysis of the relationships between contextual variables ob
ject of study:
geographic variables, socio-economic variables...
(b) analysis of interactions between contextual variables indicated.
(c) analysis of the relationships between contextual variables.
2.2 hypothesis
Hypothesis A:
Contextual variables are mutually statistically significant relationships.
Hypothesis B:
The performance variables present each other statistically significant relati
onships, both in
relation to the specific evidence in relation to school grades.
Hypothesis C:
Contextual variables have a significant relationship with the variables of perfo
rmance; they are
determined by specific variables.
Hypothesis 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.
3. METHODOLOGY
The variables considered in this study were as follows:
(a) Contextual variables:
Type of Centre, type of population, region, sex, use or not of scho
ol transportation, assistance
or not to preschool, realization or non-work as well as study, State
civil's parents, employment
status of parents, social class, level of education of parents, hours dedicated t
o the study and
the availability of a place to study.

(b) performance variables:

b.1) . School ratings by the teacher: scores of the areas and the average obtained
throughout the notes.
b.2) Specific tests: spelling, Mathematics and calculation, Mathematics and
applications, and reading comprehension.
There are three types of hypothesis:
Type 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.

4 INFLUENCES OF CONTEXTUAL VARIABLES IN THE VARIOUS

PERFORMANCE 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. Variables and their corresponding overruns are as follows:
-Global Note:.96 - natural C. Note:.84 - note on language:.83 - Note on C. Social: 81 note in foreign language:.78 - note in mathematics:.77

Factor II, on the other hand, includes the four objective tests regulated, administered to
subjects, following overruns:
-Mathematical calculation:. 81 - mathematics applied:. 79 - reading comprehension:. 64spelling:.56
5. CONCLUSIONS
In this section we will talk about the following considerations:
(a) Contextual variables set, from a global perspective location - signi
ficant 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.).
(b) The independent variables defined as a short cut to exert a greater incidence
in the dependent variables defined in terms of academic performance are thos
e that allude to structural, institutional and academic aspects. The family variab
les hardly exerted significant influences.
(c) Evaluating the results from specific relationships between different variabl
es, 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 'years of attendance at the school before the school,those are the
years of kindergarden.
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 th
e upper class to lower class.
-The variable 'level of studies of the father' in specific tests and the variab
le level of studies of the mother) in specific studies.
In the analysis of two or more factors, also in generic terms, become highli

ghted
significant differences when the variables are taken into account:
Type of Centre and people..
Population and travel to school.
Type of Centre and assistance to preschool
Type of Centre and repetition.
Class and repetition.
'Social class' and ' type of Center
Class and assistance to preschool.
(d) 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.