Factors Associated with Mathematics Performance in Brazilian Basic Education
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000100087 |
Resumo: | Abstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies. |
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Factors Associated with Mathematics Performance in Brazilian Basic Educationeducational assessmentschool performancemultilevel modelsAbstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2016-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000100087Psico-USF v.21 n.1 2016reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712016210108info:eu-repo/semantics/openAccessVinha,Luís Gustavo do AmaralKarino,Camila AkemiLaros,Jacob Arieeng2016-04-05T00:00:00Zoai:scielo:S1413-82712016000100087Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2016-04-05T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
title |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
spellingShingle |
Factors Associated with Mathematics Performance in Brazilian Basic Education Vinha,Luís Gustavo do Amaral educational assessment school performance multilevel models |
title_short |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
title_full |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
title_fullStr |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
title_full_unstemmed |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
title_sort |
Factors Associated with Mathematics Performance in Brazilian Basic Education |
author |
Vinha,Luís Gustavo do Amaral |
author_facet |
Vinha,Luís Gustavo do Amaral Karino,Camila Akemi Laros,Jacob Arie |
author_role |
author |
author2 |
Karino,Camila Akemi Laros,Jacob Arie |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vinha,Luís Gustavo do Amaral Karino,Camila Akemi Laros,Jacob Arie |
dc.subject.por.fl_str_mv |
educational assessment school performance multilevel models |
topic |
educational assessment school performance multilevel models |
description |
Abstract Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000100087 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000100087 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-82712016210108 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
dc.source.none.fl_str_mv |
Psico-USF v.21 n.1 2016 reponame:Psico-USF (Online) instname:Universidade São Francisco (USF) instacron:USF |
instname_str |
Universidade São Francisco (USF) |
instacron_str |
USF |
institution |
USF |
reponame_str |
Psico-USF (Online) |
collection |
Psico-USF (Online) |
repository.name.fl_str_mv |
Psico-USF (Online) - Universidade São Francisco (USF) |
repository.mail.fl_str_mv |
edusf@saofrancisco.edu.br |
_version_ |
1748937787933982720 |