Abstract
This research aimed to harness the potential of the student's academic
record to guide teaching practice to increase educational success. It is
hypothesized that the analysis of the information contained in the academic
record contributes to transforming the teaching / learning processes into four
levels: descriptive (what happens); diagnosis (why it occurs), predictive (what
can happen) and prescriptive (how it can be improved). It was a prospective
study in which historical data were collected: mathematics subject from the
academic record of a group of 15 students who have remained together for five
school years, in a period from September 2014 to July of the year 2019. The
results show that, in the first five years of study of mathematics, grades tend to
decrease, and when a minimum rise is manifested, it is below the starting point.
The low academic performance due to the difficulties for learning mathematics
is linked to subsequent defections in the first cycles of the university, and
constitutes a current problem of national and international scope, which share
a considerable number of educational institutions.
Keywords: teaching and training; experiential learning; primary school
student; educational population.
How to cite this article:
González, M., & Rodríguez, D. (2020). Data culture and school improvement: evidence-based
educational decision making. Revista Scientific, 5(15), 247-268, e-ISSN: 2542-2987. Recovered from:
https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.15.12.247-268
Date Received:
23-09-2019
Date Acceptance:
21-12-2019
248
Date Publication:
05-02-2020
Arbitrado
Data culture and school improvement: evidence-based educational
decision making