Use of TERCE-UNESCO to report the education practice: factors that affect learning in Science in Chile and Paraguay
DOI:
https://doi.org/10.35362/rie8414025Keywords:
science education; personal factors; effective teaching practices; multilevel modelsAbstract
International large-scale assessments offer valuable information beyond the rankings of countries according to their average achievement that is regularly picked up by the media. Associated factor studies allow producing important evidence for decision-making in education. Several international assessments continuously collect data on educational outcomes and its explanatory factors, even for Latin America. Despite that, there are limited studies within the region that research on the factors that explain student learning in science. This study analyzes the influence of different teaching practices on learning achievement in 6th grade for Chile and Paraguay using data from TERCE. A set of multilevel models are fitted, controlling for the socioeconomic status of students and schools; the study found that grade retention and attending preschool were predictors of science achievement in both countries. In Chile, only teacher’s absence from class was a significant predictor, while in Paraguay different types of classroom practices showed an important influence on achievement. In this way, we found similarities and differences in school factors related to achievement and, consequently, propose policy recommendations to improve science education in Latin America
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