Schools That Promote the Improvement of Academic Performance and the Success of All Students

The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academi...

Full description

Saved in:
Bibliographic Details
Published in:Frontiers in psychology 2020-02, Vol.10, p.2920-2920
Main Authors: Arnaiz-Sánchez, Pilar, de Haro, Remedios, Alcaraz, Salvador, Mirete Ruiz, Ana Belén
Format: Article
Language:English
Subjects:
academic performance
educational improvement
effective schools
inclusive education
intervention program
Psychology
quasi-experimental design
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2019.02920