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Language Revista electrónica de investigación y evaluación educativa, 2007, vol. 13, no 2
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- Institutional, pedagogical, psychosocial and socio-demographic factors related to academic performance at the University of Costa Rica: a multilevel analysis(2007) Montero Rojas, Eiliana; Villalobos Palma, Jeannette; Valverde Bermúdez, AstridA multilevel analysis was conducted to predict final grades in courses from different majors for a sample, stratified by academic areas, of 848 students at the University of Costa Rica. A group of factors from institutional, socio-demographic, psychosocial and pedagogical aspects were employed as independent variables. The best predictor was the Admission Average, which combines grades from high school and an aptitude test score. Some non-cognitive variables were also explicative; the most important being the score on a scale of emotional intelligence. The methodology employed by the professor showed explicative power as well.
- El "contexto" y las "metas" y "objetivos" como elementos clave en la calidad de la atención a la diversidad en centros no universitarios(2007) Muñoz Cantero, Jesús Miguel; Casar Domínguez, Luz Sandra; Abalde Paz, EduardoActualmente existe un interés creciente por la calidad educativa y la atención a la diversidad. En este trabajo se presenta un análisis de dos aspectos importantes: el “Contexto” en el que el centro debe de desarrollar su actividad y las “metas y objetivos” que un centro educativo debe definir para dar una respuesta de calidad a la diversidad. Analizaremos el grado de importancia para los profesores y el nivel de cumplimiento en los centros, a partir de los datos obtenidos en dos cuestionarios. El estudio se realizó con profesores de la provincia de A Coruña (España). En líneas generales podemos decir que los aspectos analizados son considerados importantes por los profesores como indicadores de calidad. Sin embargo, por el contrario, su nivel de cumplimiento en los centros es medio o bajo, lo que obliga a establecer medidas de mejora y correctores de estrategias.
- Student workload estimation to pass a statistics course in Economics and Business Administration(2007) Jano, María Dolores; Ortiz Serrano, SalvadorThe convergence process in Higher Education in Europe implies a radical change in the teacher’s practice. One of the fundamental questions in the harmonization process stems from the way credits are allocated by the ECTS (European Credit Transfer System). This article analyzes diverse methodologies for the estimation of student workload, with results regarding the time students need to successfully complete the Descriptive Statistics course in Economics and Business Administration. The obtained estimated time is slightly below the 25-30 hours of credit that are usually established as a reference.
- Academic performance and students' teaching assessment in pilot experiments of European Higher Education(2007) Molero López Barajas, DavidIn this work we show a study based on an analysis of academic marks as well as on a teaching valuation of a students sample participating in a pilot experience for the European Credit System Implantation in the Music Teachers Instruction Course. We also detail the way of evaluating the students and the resources used to valuate the teaching. We analyse the differences between the student’s marks and their opinion about the teaching in two students groups, one of them using a traditional teaching system and the other one using such experience for the European Credit implantation.
- Academic Success and Student Satisfaction with University Teaching(2007) Fernández Rico, J. Esteban; Fernández Fernández, Samuel; Álvarez Suárez, Alberto; Martínez Camblor, PabloThis study uses surveys to assess student academic success in relation to the teaching activity of the University staff. The main goal is to test how the student’s degree of satisfaction of with their teachers can be considered dependent on the success the student obtains in each subject. The results show that the students are more satisfied with their teaching when they have a higher rate of success, although in some optional courses, the degree of satisfaction diminishes with the higher rate of success. The course expectations, when defined by the difference between achievement and success, impact the student satisfaction with the teaching.
- Compensatory education: Long-term effects of early parental implication (and III: The C.P.C.)(2007) López López, EduardoAfter describing the program of early compensatory education (from age 3 to 9), called Chicago Child-Parent Centers (CPC), this article collects and analyses the evaluation studies of that Program from a longitudinal perspective – Chicago Longitudinal Study (CLS)-, focusing primarily on methodological problems and afterwards on the short and, mainly, long terms effects, until the targeted subjects of the Program reached the age of 24. The studies confirm the Program has lasting educational (higher performance and educational achievements) and social (higher social adjustment) effects. Subsequently, it analyses which elements of the Program can produce these beneficial effects, which are basically its early inception and parent involvement in their children’s education. Finally, it concludes that the Program is highly profitable, based on the educational implications that stem from the study.
