Physical-environmental conditions in classrooms and academic performance in Colombia
Article Sidebar
168)
Main Article Content
Authors
Abstract
257
Motivated by the need to explore factors related to academic performance beyond those regularly examined, this research analyzes two context variables that have been overlooked and offer inconclusive findings so far: lighting and temperature conditions at schools. To reach this goal, this research uses multilevel models and the OECD's Programme for International Student Assessment (PISA) of 2012 to measure the incidence on mathematics outcomes. Once accounted by characteristics of students and schools, as well as educational processes, it is found that the average score is 15 points lower and the probability of achieving below the basic level of performance is 10 percent higher for students in schools with inadequate temperature and lighting conditions. Likewise, those conditions reduce the effect that teaching practices, disciplinary environment and school day have on learning.
Keywords
References
Adams, R. J., Lietz, P. y Berezner, A. (2013). On the use of rotated context questionnaires in conjunction with multilevel item response models. Large-scale Assessements in Education, 1, 5. https://doi.org/10.1186/2196-0739-1-5
Barrett, P., Zhang, Y., Moffat, J. y Kobbacy, K. (2012). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678-689. http://doi.org/10.1016/j.buildenv.2012.09.016
Barro, R. J. (1991). Economic growth in a cross section of countries. Quarterly Journal of Economics, 106(2), 407. http://doi.org/10.2307/2937943
Bowers, A. J. y Urick, A. (2011). Does High School Facility Quality Affect Student Achievement? A Two-Level Hierarchical Linear Model. Journal of Education Finance, 37(1), 72-94. Large-scale Assessements in Education
CELE-OECD (2009). Estudio Piloto Internacional: “Evaluación de la Calidad en Espacios Educativos”. Manual del usuario. https://www.oecd.org/education/innovation-education/evaluatingqualityineducationalfacilities.htm
Cornejo, R. y Redondo, J. M. (2007). Variables y factores asociados al aprendizaje escolar. Una discusión desde la investigación actual. Estudios Pedagógicos, 33(2), 155-175. http://doi.org/10.4067/S0718-07052007000200009
Duarte, J., Gargiulo, C. y Moreno, M. (2011). Infraestructura Escolar y Aprendizajes en la Educación Básica Latinoamericana: Un análisis a partir del SERCE. Notas Técnicas IDT-TN 277. Banco Interamericano de Desarrollo.
Galor, O. y Mountford, A. (2008). Trading population for productivity: Theory and evidence. Review of Economic Studies, 75(4), 1143-1179. http://doi.org/10.1111/j.1467-937X.2008.00501.x
González Barbera, C., Caso Niebla, J., Díaz López, K. y López Ortega, M. (2012). Rendimiento académico y factores asociados. Aportaciones de algunas evaluaciones a gran escala. Bordón, 64(2), 51-68.
Hanushek, E. A. (2003). The failure of input-based schooling policies. Economic Journal, 113(485), 64-98. http://doi.org/10.1111/1468-0297.00099
Hanushek, E. A. (2006). School resources. En E. A. Hanushek (Ed.), Handbook of the Economics of Education (Vol. 2) (pp. 865-908). Elsevier. http://doi.org/10.1016/S1574-0692(06)02014-9
Hanushek, E. A. y Luque, J. A. (2003). Efficiency and equity in schools around the world. Economics of Education Review, 22(5), 481-502. http://doi.org/10.1016/S0272-7757(03)00038-4
Haverinen-Shaughnessy, U. y Shaughnessy, R. J. (2015). Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores. PLoS ONE, 10(8), 1-14. http://doi.org/10.1371/journal.pone.0136165
Hernández Barreda, G. y Gómez Amador, A. (2007). La temperatura ambiental y su vinculación con el aprovechamiento escolar. Palapa, 11(11), 21-30.
Heschong, L. (1999). Daylighting in Schools. An Investigation into the Relationship Between Daylighting and Human Performance. Heschong Mahone Group.
Heyneman, S. (1976). Influences on Academic Achievement: A Comparison of Results from Uganda and More Industrialized Societies. Sociology of Education, 49(3), 200-211. https://doi.org/10.2307/2112231
Kim, T. woo, Hong, W. y Kim, H. (2014). Daylight evaluation for educational facilities established in high-rise housing complexes in Daegu, South Korea. Building and Environment, 78, 137-144. http://doi.org/10.1016/j.buildenv.2014.04.026
Krueger, A. B. y Lindahl, M. (2001). Education for Growth: Why and for Whom? Journal of Economic Literature, 39(4), 1101-1136. http://doi.org/10.1257/jel.39.4.1101
Krüguer, E. y Zannin, P. (2004). Acoustic, thermal and luminous comfort in classrooms. Building and Environment, 39(9), 1055-1063. http://doi.org/10.1016/j.buildenv.2004.01.030
LLECE (2001). Primer estudio internacional comparativo sobre lenguaje, matemática y factores asociados, para alumnos del tercer y cuarto grado de la educación básica. Santiago de Chile.
Lucas, R. E. (1988). On the mechanics of economic development. Journal of Monetary Economics, 22(1), 3-42. http://doi.org/10.1016/0304-3932(88)90168-7
Mankiw, N. G., Romer, D. y Weil, D. (1992). A Contribution to the Empirics of Economic-Growth.Quarterly Journal of Economics, 107(2), 407-437. http://doi.org/10.2307/2118477
Martínez-Garrido, C. (2015). Investigación sobre enseñanza eficaz. Un estudio multinivel para Iberoamérica (Tesis Doctoral, Universidad Autónoma de Madrid). http://hdl.handle.net/10486/665887
Murillo, F. J. (2008). Los modelos multinivel como herramienta para la investigación educativa. Magis. Revista Internacional de Investigación en Educación, 1(1), 45-62. https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/3355
Murillo, F. J. y Román, M. (2011). School infrastructure and resources do matter: analysis of the incidence of school resources on the performance of Latin American students. School Effectiveness and School Improvement, 22(1), 29-50. http://doi.org/10.1080/09243453.2010.543538
Murillo, F. J., Román, M. y Atrio, S. (2016). Los Recursos Didácticos de Matemáticas en las Aulas de Educación Primaria en América Latina: Disponibilidad e Incidencia en el Aprendizaje de los Estudiantes. Archivos Analíticos de Políticas Educativas, 24(67), 1-26. http://dx.doi.org/10.14507/epaa.24.2354
Murillo, F. J., Castañeda, E., Cueto, S., Donoso, J. M., Fabara, E., Hernández, M. L., et al. (2007). Investigación Iberoamericana sobre Eficacia Escolar. Convenio Andrés Bello.
OECD (2014). Pisa 2012, Technical Report. https://www.oecd.org/pisa/pisaproducts/pisa2012technicalreport.htm
OECD (2016). Education in Colombia. OECD Publishing. http://doi.org/10.1787/19900198
PIRLS (2013). PIRLS - TIMS 2011. Estudio Internacional de progreso en comprensión lectora, matemáticas y ciencias. IEA. Volumen II. Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación Cultura y Deporte. Instituto Nacional de Evaluación Educativa. https://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/pirls/pirls-2011.html
Ramírez, M. T. y Téllez, J. P. (2006). La educación primaria y secundaria en Colombia en el siglo XX. Borradores de Economía nº 379. Banco de la República de Colombia. https://repositorio.banrep.gov.co/bitstream/handle/20.500.12134/5397/be_379.pdf
Suárez Enciso, S., Elías, R. y Zarza, D. (2016). Factores asociados al rendimiento académico de estudiantes de Paraguay: un análisis de los resultados del TERCE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(4), 113-133. http://doi.org/10.15366/reice2016.14.4.006
Treviño, E., Valdés, H., Castro, M., Costilla, R., Pardo, C. y Donoso Rivas, F. (2010). Factores asociados al logro cognitivo de los estudiantes de América Latina y el Caribe. OREALC/UNESCO Santiago. https://unesdoc.unesco.org/ark:/48223/pf0000186769
Uline, C. y Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55-73. http://doi.org/10.1108/09578230810849817
Valdés, H., Treviño, E., Castro, M., Costilla, R. y Acevedo, C. G. (2008). SERCE. Segundo Estudio Regional Comparativo y Explicativo. Los aprendizajes de los estudiantes de América Latina y el Caribe. OREALC/UNESCO Santiago. https://unesdoc.unesco.org/ark:/48223/pf0000190297
Vélez, E., Schiefelbein, E. y Valenzuela, J. (1994). Factores que afectan el rendimiento académico en la educación primaria. Revista Latinoamericana de Innovaciones Educativas, 17(1).
Willms, J. D. y Somer, M. (2001). Family, Classroom, and School Effects on Children’s Educational Outcomes in Latin America. School Effectiveness and School Improvement, 12(4), 409-445. http://doi.org/10.1076/sesi.12.4.409.3445
Metrics
|
|
Details
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
RIGHTS TRANSFER
By submitting the article for evaluation and subsequent publication in Estudios sobre Educación, the AUTHOR exclusively assigns the rights of public communication, reproduction, distribution and sale for commercial exploitation to the University of Navarra through its Publications Service, for the maximum legal term in force -the entire life of the author and seventy years after his death or declaration of death-, in any country, and in any of the current and future edition modalities, both in print and electronic versions.
In the event that the article is not accepted for publication , this transfer of rights lapses with the communication of the refusal to the AUTHOR.
The AUTHOR affirms that the article is unpublished, that it has not been sent simultaneously to another publication medium and that the rights have not been transferred exclusively previously. He is responsible to the University of Navarra through its Publications Service for the authorship and originality of his work, as well as for all pecuniary charges that may arise for the University of Navarra through its Publications Service, in favor of third parties due to actions, claims or conflicts arising from the breach of obligations by the AUTHOR.
