An overview of Mexican educational achievements in language, mathematics and science
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Abstract
The purpose of this contribution is to determine the association between personal, contextual, and technological factors with educational achievements amongst high school students in reading, mathematics, and science. 7,568 students selected from the 32 Mexican states that presented PISA were evaluated. A descriptive, non-experimental and correlational framework was constructed considering humanist and systemic approaches and by means of structural equations. Results show that the following factors have direct and positive impact on educational achievement: usage of ICT, school environment, self-efficacy, school dedication, constructive teachers, support from parents and collaborative learning. Alternatively, factors with a direct and negative impact were: absenteeism, emotional dysregulation and dominant teachers. The empirical model constructed shows other associations: teacher as a constructor and better school environment, limiting teachers and absenteeism, emotional dysregulation, and lack of self-efficacy. In conclusion, integrating technology in the classroom, transforming teachers, synergic formation and psychopedagogical centers are vital for students’ academic success.
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