RESUMEN
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.
Vários estudos têm apontado que o aprendizado do aluno é fortemente influenciado pelo contexto escolar. Dessa forma, este estudo teve como objetivo identificar variáveis contextuais que interferem no desempenho em matemática, considerando a estrutura multinível da conjuntura escolar. Utilizaram-se informações de 4.338.885 alunos avaliados na Prova Brasil de 2009. A análise multinível mostrou uma correlação intraclasse de 0,27 e 0,19, para o 5° e 9° ano do ensino fundamental, respectivamente. No modelo final do 5° e 9° ano, mais de 50% da variância no nível da escola e mais de 11% da variância no nível do aluno foram explicadas. Esse modelo foi composto por variáveis de controle, 13 variáveis do nível do aluno, 9 do nível da escola, efeitos randômicos e efeitos de interação. Os resultados corroboram estudos anteriores e contribuem com o entendimento dos fatores que influenciam o desempenho, o que permite direcionar políticas públicas.
Diversos estudios señalan que el aprendizaje del alumno está fuertemente influenciado por el contexto escolar. De esta forma, la presente investigación tuvo como objetivo identificar variables contextuales que interfieren en el desempeño de matemáticas, teniendo en cuenta la estructura de varios niveles del entorno escolar. Se utilizó la información de 4.338.885 alumnos evaluados en la Prueba Brasil de 2009. El análisis de varios niveles mostró una correlación intraclase de 0,27 y 0,19 para el 5º y 9º año de enseñanza primaria, respectivamente. En el modelo final de 5º y 9º año, más del 50% de la variancia a nivel de escuela y más de 11% de variancia a nivel de alumno fue explicada. El modelo fue compuesto por variables de control, 13 variables del nivel del alumno, 9 del nivel de la escuela, efectos aleatorios y efectos de interacción. Los resultados corroboran estudios anteriores y contribuyen a la compresión de los factores que influyen en el desempeño, lo que permite direccionar las políticas públicas.
Asunto(s)
Humanos , Masculino , Niño , Adolescente , Análisis Multinivel/educación , Educación Primaria y Secundaria , Evaluación Educacional , Matemática , Estudiantes , Rendimiento Escolar BajoRESUMEN
Se usó un diseño cuasi-experimental con pre y post-test para estimar el efecto de una capacitación para la prueba de admisión de la Universidad Costa Rica, un test estandarizado que mide habilidades de razonamiento en contextos verbales y matemáticos. Cuatro colegios públicos del área metropolitana central del país participaron en el estudio, asignándose dos de ellos aleatoriamente al grupo de intervención y los otros dos al grupo de control, con 61 estudiantes en el primer grupo y 80 en el segundo. La intervención consistió de 5 sesiones de capacitación de 3 horas, utilizando como guía un manual desarrollado por una experta pedagoga, con enfoque constructivista. Las medidas antes y después fueron formas reducidas de la prueba de admisión 2014. La variable dependiente fue la diferencia entre ambas mediciones. El efecto de la capacitación fue de 3.5 puntos porcentuales y significativo, y se estimó utilizando un modelo bayesiano de regresión multinivel.
A quasi-experimental design with pre and post- test was used to estimate training effects for the University of Costa Rica's admission test, a standardized exam that measures reasoning abilities in mathematical and verbal contexts. Four secondary public schools from the metropolitan central area of the country participated in the study; two of them were randomly assigned to the intervention group and the other two to the control group, with 61 students in the first group and 80 in the second. The intervention consisted of five three-hour training sessions, using a written guide developed by a pedagogy expert with a constructivist approach. Before and after measures were reduced test forms of the real admission test from the year 2014. The dependent variable was the difference between the two measures. The effect of the training was estimated using a multilevel Bayesian regression model with a significant magnitude of 3.5 percentage points.
RESUMEN
A educação restringe/amplia as oportunidades econômicas do indivíduo durante seu ciclo de vida. O sistema educacional de um país ou região tem papel fundamental na geração de igualdade de oportunidades. O artigo investiga os sistemas de ensino público (municipal e estadual) no Brasil e sua relação com a desigualdade. Os entes federados mais desiguais têm sistemas educacionais menos eficazes em prover ensino de qualidade, contudo, um maior nível de democracia aumenta esta eficácia. As desigualdades de riqueza, cor e nível sociocultural da família afetam o desempenho do indivíduo, independentemente da qualidade escolar, o que justifica políticas focalizadas que promovam igualdade de oportunidade por meio da educação.
La educación restringe/amplía las oportunidades económicas del individuo durante su ciclo de vida. El sistema educacional de un país o región tiene un papel fundamental en la generación de igualdad de oportunidades. El artículo investiga los sistemas de enseñanza pública (municipal y estatal) en Brasil y su relación con la desigualdad. Los entes federados más desiguales tienen sistemas educacionales menos eficaces en proveer una enseñanza de calidad, sin embargo, un mayor nivel de democracia aumenta esta eficacia. Las desigualdades de riqueza, color y nivel sociocultural de la familia afectan el desempeño del individuo, independientemente de la calidad escolar, lo que justifica políticas centradas en la promoción de la igualdad de oportunidades mediante la educación.
Education restricts/expands individuals´ economic opportunities during their life cycles. The educational system of a country or region has an essential role in the generation of equal opportunities. The present article investigates the public teaching systems (municipal and state) in Brazil and their relationship with inequality. More unequal states of the federation have less effective educational systems in the provision of quality teaching. However, a higher level of democracy increases efficacy. Inequalities in the health, color and sociocultural level of a family affect an individual´s performance, regardless of the quality of the school, which is the rationale for policies focused on promoting equal opportunities through education.
Asunto(s)
Educación Primaria y Secundaria , Enseñanza/normas , Factores Socioeconómicos , Brasil , Justicia Social/educaciónRESUMEN
O investimento no capital intelectual tornou-se o pilar norteador das ações de gerenciamento de pessoas. A literatura em comportamento organizacional investigada enfatiza o efeito de variáveis de contexto no desempenho dos indivíduos. Faz-se mister compreender como se dá o impacto dessas variáveis segundo seus níveis de análise. O presente artigo discute contribuições potenciais da modelagem multinível na investigação de desempenho no trabalho. Discute, ainda, a aplicação dessa modelagem para compreensão de fenômenos comumente investigados em comportamento organizacional. Tais contribuições poderão favorecer a estruturação de modelos preditivos que poderão melhor capturar o significado da inclusão de variáveis típicas do contexto laboral.
Investing on intellectual capital became the guiding pillar for personnel management actions. The organizational behavior literature highlights the effect of contextual variables on the performance of individuals. The impact of these variables, which belong to different levels of analysis, needs a better comprehension. This paper discusses the potential multilevel modeling contributions for investigating predictors of that performance. In addition, it also discusses the application of this modeling for understanding usually studied organizational behavior. These contributions may favor structuring predictive models which may better grasp the meaning of the inclusion of diverse and complex levels of variables from the labor context.
Asunto(s)
Conducta Cooperativa , Satisfacción en el Trabajo , Análisis MultinivelRESUMEN
Objective To explore the factors influencing the premarital medical examination in Chinese population and to discuss the related possible intervention strategies.Methods Data were collected through self-designed questionnaires on 2572 newly married respondents,selected under a stratified randomized sampling method,at Marriage Registration Office in 12 counties in Zhejiang province.Predictive factors were derived from the integrating complementary constructs of Health Belief Model,Theory of Reasoned Action as well as individual demographic characteristics.Multiple logistic multilevel analyses was used as the main statistical method,with individuals as the ' low' and counties as the 'high' levels.Results Behaviors on premarital medical examination showed a clustering trait at the county level (P=0.018) and variance partition coefficients (VPC) of each variables was between 15.40％ and 17.58％.There were no statistical significances found in the rates of premarital medical examination among gender,age,residence of Household Registration,education,income,health insurance and history of premarital medical examination.However,significant correlation was seen on occupation of the respondents.The rate of premarital medical examination among the respondents who had not attended medical examination during the last six moths was 1.31times (95％ confidence intervals,1.05 -1.65 ) more than those who had,with OR (odds ratio) as 1.51 (95％CI:1.14-2.00) for the pregnant respondents in their first marriage and 0.35 (95％CI:0.23-0.51 )for remarried respondents,compared with women at first marriage but remained unpregnant.Regarding premarital medical examination,the respondents reported greater benefits,less barriers,greater positive behavioral attitudes and normative beliefs to it,with an ORs as 2.32 (95％ CI:1.18-4.60),0.71 (95％CI:0.57-0.90),1.69 (95％CI:1.10-2.58) and 1.72 (95％CI:1.34-2.20)respectively,but with no significant association with perceived susceptibility,perceived severity and motivation to comply.Conclusion Factors such as individual perceived benefits,barriers,attitudes and normative beliefs etc.,were determinants of premarital medical examination accompanied by minor (16％) influence coming from the geographical environment.
RESUMEN
O reconhecimento da influência do contexto social no comportamento humano destaca a necessidade de adoção de modelos explicativos que favoreçam a identificação desse efeito. Este artigo tem o objetivo de apresentar as características teóricas e técnicas dos modelos multinível, pois eles cumprem com essa exigência. Em uma perspectiva teórica, a escolha dos modelos em discussão deveria ser baseada, tanto quanto possível, em uma teoria multinível que evidenciasse o papel preditivo de variáveis oriundas de diferentes níveis. A construção de modelos guiada por uma teoria levará a modelos mais frutíferos e com maior validade externa, em comparação com modelos construídos com pouco ou nenhum sustento teórico. Do ponto de vista técnico, a análise multinível é similar à análise de regressão; assim, obedece a muitas das suas exigências. Este trabalho permite concluir sobre as vantagens dos modelos multinível para pesquisadores interessados na identificação do efeito do contexto no comportamento humano.
The recognition of the influence of social context on human behavior emphasizes the need for models that allow for the identification of this effect. The theoretical and technical characteristics of multilevel models are presented here, since they satisfy this requirement. From a theoretical perspective, it is worthwhile highlighting that the choice of a multilevel model should be founded, as much as possible, on a multilevel theory that points to the predictive role of variables originating from different levels. The construction of multilevel models guided by theory will result in more fruitful models with higher external validity in comparison with models built with little or no theoretical foundations. From a technical perspective, it may be stated that multilevel analysis shows a high degree of similarity with traditional linear regression including many of its presuppositions. This study enables us to conclude that multilevel analysis is an appropriate tool for researchers interested in the identification of the effects of social context on human behavior.
Asunto(s)
Humanos , Conducta , Conducta Social , Estadística como AsuntoRESUMEN
El presente trabajo se realizó con el propósito de mostrar que el grupo es un modificador de la relación entre el rendimiento académico y sus predictores y con ello, fundamentar la necesidad de recurrir a la modelación jerárquica para la predicción del rendimiento. Se aplicaron modelos con coeficientes aleatorios, especialmente apropiados para la circunstancia frecuente de casos agrupados, en la que los supuestos usuales de los modelos lineales ordinarios dejan de ser válidos y los modelos clásicos, inaplicables. Se constató que algunos de los predictores tradicionales tenían relevancia condicionada al grupo, aunque no parecían tener relevancia marginal. Se demostró así que el grupo es un modulador de la relación entre el rendimiento académico y algunos de sus predictores. La consecuencia de mayor trascedencia fue que la asignación de un estudiante a un grupo podía influir considerablemente en su rendimiento académico, independientemente de sus condiciones iniciales
The present paper was aimed at demonstrating that the group acts as a modifier of the relation between the academic performance and its predictors, and at founding the need of resorting to hierarchical modelling to predict this performance. Models with randomized coefficients, specially appropriate for the frequent circumstance of grouped cases, where the suppossed ordinary lineal models are not valid anymore and the classical models are unapplicable, were applied. It was proved that some of the traditonal predictors were relevant according to the group, though they did not seem to have marginal relevancy. This way, it was demonstrated that the group was a modullator of the relation between academic performance and some of its predictors. The most significant consequence was that the assignation of a student to a group may influence considerably on his academic performance, independently of its initial conditions.