Publication: Validación de sistema de indicadores del nivel de logro de las funciones de la enseñanza secundaria de México
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2016-12-12
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Universidad Complutense de Madrid
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Abstract
El objetivo de esta investigación es Determinar el nivel de logro de las funciones alcanzado por la enseñanza secundaria del estado de Oaxaca a partir de la percepción de alumnos, docentes y directivos, así como identificar el factor que estos mismos agentes educativos consideran que, dentro del espacio escolar, contribuye en mayor medida para que la educación secundaria logre las funciones que le corresponden. Para ello, a partir del Plan de Estudios 2011, se identifica un conjunto de dimensiones e indicadores de las funciones de la enseñanza secundaria, se diseñan instrumentos, se validan debidamente y se aplican a una muestra representativa por región y por modalidad educativa en el estado de Oaxaca. La información obtenida permite determinar el nivel de logro de las funciones de la educación secundaria desde la perspectiva de 1.384 alumnos (3,79=regular), 1.017 docentes (3,71=regular) y 345 directivos (3,68=regular). Además se averigua que la valoración de los alumnos es distinta que la de docentes y directivos, pero entre estos dos últimos no hay diferencias perceptivas, la variable en la que se perciben diferencias en las tres poblaciones es la modalidad educativa, hay diferencias perceptivas en la valoración de las dimensiones de las funciones, el docente es el factor que contribuye en mayor medida, de acuerdo a los tres agentes educativos consultados, al logro de las funciones y, la relación entre la percepción del nivel de logro y el factor que contribuye en mayor medida al logro de las funciones varía según el agente educativo consultado: en los alumnos resulta muy alta, en docentes alta y en directivos escasa. Finalmente, la investigación aporta un conjunto de instrumentos útiles para la evaluación educativa a partir de las funciones establecidas para la enseñanza secundaria; lo cual representa un complemento para los resultados obtenidos mediante instrumentos diseñados para medir la eficacia y la eficiencia.
The present study aims to determine the level of achievement reached by functions of High School Education in the state of Oaxaca from the point of view of students, teachers and directors. It also focuses on the identification of the factor that participants consider the most relevant, for achieving High School Education functions. For this purpose, based on the Curriculum 2011, a set of dimensions and indicators of functions of High School Education is identified as well as a set of measuring instruments are designed and properly validated; research was conducted with a representative sample organized by region and by educational model in the state of Oaxaca. Findings allow to determine the level of achievement of functions from the perspective of 1.384 students (3,79=regular), 1.017 teachers (3,71=regular) and 345 directors (3,68=regular). In addition it was found that the students’ evaluation is different from teachers’ and directors’ assessment, but among these two there are not perceptive differences; the variable in which differences are observed in the three groups of participants is the educational model; also there are perceptive differences on the evaluation of functions dimensions. Moreover, the teacher is the factor that most contributes to the achievement of the functions, according with the three educational agents view. Additionally, findings suggest that the relation between the perception of the level of achievement and the factor that most contributes to the achievement of the functions varies according to the educational agent consulted: this is very high among students, among teachers is high and among directors is very low. Finally the research provides a set of useful instruments for educational evaluation from the established functions for High School Education; this represents a complement to the obtained results by using designed instruments to measure the effectiveness and the efficiency...
The present study aims to determine the level of achievement reached by functions of High School Education in the state of Oaxaca from the point of view of students, teachers and directors. It also focuses on the identification of the factor that participants consider the most relevant, for achieving High School Education functions. For this purpose, based on the Curriculum 2011, a set of dimensions and indicators of functions of High School Education is identified as well as a set of measuring instruments are designed and properly validated; research was conducted with a representative sample organized by region and by educational model in the state of Oaxaca. Findings allow to determine the level of achievement of functions from the perspective of 1.384 students (3,79=regular), 1.017 teachers (3,71=regular) and 345 directors (3,68=regular). In addition it was found that the students’ evaluation is different from teachers’ and directors’ assessment, but among these two there are not perceptive differences; the variable in which differences are observed in the three groups of participants is the educational model; also there are perceptive differences on the evaluation of functions dimensions. Moreover, the teacher is the factor that most contributes to the achievement of the functions, according with the three educational agents view. Additionally, findings suggest that the relation between the perception of the level of achievement and the factor that most contributes to the achievement of the functions varies according to the educational agent consulted: this is very high among students, among teachers is high and among directors is very low. Finally the research provides a set of useful instruments for educational evaluation from the established functions for High School Education; this represents a complement to the obtained results by using designed instruments to measure the effectiveness and the efficiency...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación, leída el 15-01-2016