Determinantes del bajo rendimiento del alumnado español en comprensión lectora en PISA: un enfoque de machine learning
Low performance in reading comprehension is one of the major challenges in the Spanish educational system. Therefore, the objective of this study is to investigate the contextual deter-minants associated with this low reading performance. The sample consists of a total of 35,943 Spanish students and...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/223201 |
| Acceso en línea: | https://doi.org/10.6018/rie.650791 http://hdl.handle.net/10201/223201 |
| Access Level: | acceso abierto |
| Palabra clave: | Machine Learning Bajo Rendimiento Competencia Lectora Low Performance Reading Competence PISA No relacionado con ningún objetivo de desarrollo sostenible |
| Sumario: | Low performance in reading comprehension is one of the major challenges in the Spanish educational system. Therefore, the objective of this study is to investigate the contextual deter-minants associated with this low reading performance. The sample consists of a total of 35,943 Spanish students and 1,089 educational centers that participated in the 2018 PISA assessment. The criterion variable is reading competence, which has been dichotomized (0 = medium and high performance, 1 = low performance). A total of 721 predictors were selected as independent variables. For data analysis, Random Forest machine learning algorithm was applied, and a multilevel binary logistic regression was conducted. The 30 most important variables related to students and school center explain 46% and 24% of the criterion variable, respectively. The final model (comprising both predictors) explains 47%. Among the main conclusions, the sig-nificance of educational process variables and non-cognitive and meta-cognitive constructs in low reading performance stands out. Therefore, the importance of addressing this educational phenomenon from a perspective less linked to socio-economic determinants and more focused on pedagogical aspects is emphasized. |
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