Efectos de la agrupación multigrado y el tamaño del aula en los resultados de aprendizaje de estudiantes de Educación Primaria. Evidencia de escuelas multigrado del sistema educativo de la República Dominicana

The learning results obtained by 4.292 Elementary School students, 32% in multigrade and 68% in unigrade, are compared, considering subjects, classroom size and cycles. It is a field, correlational, explanatory and cross-sectional study that uses ANOVA and Multiple Linear Regression Analysis for the...

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Detalles Bibliográficos
Autores: Capellán-Ureña, D.A. (David Arístides)|||/items/4e3db541-cf66-41ed-9c75-dd4f8cf0b064, Barroso-Osuna, J.M. (Julio Manuel)|||/items/7702ef20-1b40-4bb3-9d17-dd2bc5193cfd, Sampedro-Requena, B.E. (Begoña Esther)|||/items/14877bc6-bd36-4a7b-8613-9fedb29715ca
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad de Navarra
Repositorio:Dadun. Depósito Académico Digital de la Universidad de Navarra
Idioma:español
OAI Identifier:oai:dadun.unav.edu:10171/63130
Acceso en línea:https://hdl.handle.net/10171/63130
Access Level:acceso abierto
Palabra clave:Educación Primaria
Multigrado
Tamaño del aula
Aprendizaje
Descripción
Sumario:The learning results obtained by 4.292 Elementary School students, 32% in multigrade and 68% in unigrade, are compared, considering subjects, classroom size and cycles. It is a field, correlational, explanatory and cross-sectional study that uses ANOVA and Multiple Linear Regression Analysis for the analysis of variance. The results indicate that multigrade groupings, in contexts similar to unigrade ones, can enhance learning outcomes in the second cycle of Elementary School and especially in mathematics. The size of the classrooms seems to have some influence; but it does not affect all groups or subjects in a similar way.

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