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dc.creatorZuluaica C.A.
dc.creatordel Pilar Yepes-Guerra A.
dc.creatorVilla-Ochoa J.A.
dc.creatorGuzmán-Aguilar D.S.
dc.date2019
dc.date.accessioned2020-04-29T14:54:08Z
dc.date.available2020-04-29T14:54:08Z
dc.identifier.issn17944449
dc.identifier.urihttp://hdl.handle.net/11407/5815
dc.descriptionIntroduction. In Colombia, the General Education Law gave Educational Institutions the authority to organize their academic curricula according to their corresponding Educational Projects. Based on this institutional autonomy, some educational institutions have divided the area of mathematics into subjects such as statistics and geometry; also they have allocated a weekly time to each one of these subjects. In contrast, other institutions organize the area of mathematics by themes developed at specific times during the school year. In this sense, knowing the effects that one or another allocation could have on educational processes represents an interest for research and for teachers and educational institutions. Objective. Determine the effect that the allocation of teaching hours spent on the statistics subject could have on student performance on the Saber 11th Test in public educational institutions from Medellin-Colombia. Materials and Method. Data were extracted from the Saber 11-test results. A linear model was adjusted with mixed effects. Results. After controlling for the institution effect, it was found that some student-specific variables do impact the results in mathematics. However, allocation of teaching hours spent on statistics is not a significant factor. Conclusions. Time allocation and teaching hours spent on a statistics course do not have automatic or immediate impact on student performance. Every institution should consider strategies to promote student competencies according to their economic and social conditions. © 2019 Corporacion Universitaria Lasallista.
dc.language.isospa
dc.publisherCorporacion Universitaria Lasallista
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85082661690&doi=10.22507%2frli.v16n1a7&partnerID=40&md5=0ad8a0b1563d8e05fafc756d5f361673
dc.sourceRevista Lasallista de Investigacion
dc.subjectRandom effects model
dc.subjectRepeated measures
dc.subjectSaber 11 tests
dc.subjectStandardized tests
dc.subjectStatistics
dc.titleImpact of the time intensity of statistics in the saber 11 tests [Impacto de la intensidad horaria de la estadística en las pruebas saber 11]
dc.typeArticle
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeinfo:eu-repo/semantics/article
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccess
dc.publisher.programIngeniería Financiera
dc.identifier.doi10.22507/rli.v16n1a7
dc.citation.volume16
dc.citation.issue1
dc.citation.spage201
dc.citation.epage213
dc.publisher.facultyFacultad de Ingenierías
dc.affiliationZuluaica, C.A., Universidad de Medellín. Matemático, Universidad Nacional de Colombia., Colombia; del Pilar Yepes-Guerra, A., Universidad de Medellín, Secretaría de Educación de Medellín., Colombia; Villa-Ochoa, J.A., Universidad de Antioquia, Colombia; Guzmán-Aguilar, D.S., Universidad de Medellín, Colombia
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