The document discusses the influence of contextual variables on academic performance. It outlines four predictive models used to explain academic performance: the psychological, sociological, psychosocial, and eclectic interaction models. Contextual variables that potentially impact school performance are analyzed at the macro- and micro-sociological levels. Examples of contextual variables identified include social class, cultural resources, economic income, parents' educational levels, type of school, and classroom dimensions. The relationships between these contextual variables and performance measures are then analyzed.

1. INFLUENCE OF
CONTEXTUAL
VARIABLES ON
ACADEMIC
PERFORMANCE
Andrea Martínez
Lola Ortega
María Lizán
Beniamin Letowski
Paola García

2. INTRODUCTION
In systematic reflection of the relationships between society and the education
system, the question of academic performance is one of the fundamental
aspects of the social and educational research.
the persistence
of inequalities
in social
opportunities in
education
the quality of
education
depending on
their contexts
the differences
in their results
...are some of aspects used to analyze and interpret the
complex structure of institutional education in their projection to
personal and social levels.

3. FOUR PREDICTIVE MODELS ADOPTED IN
EXPLAINING ACADEMIC PERFORMANCE:
• focuses on the analysis of the static
dimensions of the individual, and these are of
a personal nature: intelligence, personality,
maturity, motivation
The psychological
model
• stresses the consideration of social factors
external to the school: social class, cultural
environment, family environment, economic
resources
The sociological
model
• some of the most immediate importance of the
subject interpersonal processes: self-esteem,
self-concept, learned helplessness
The psychosocial
model
• exists in the influence of all the above
mentioned dimensions, thus deriving a
predictive scheme interrelationships
The eclectic
interaction model

4. IN THE BROAD OVERVIEW OF EMPIRICAL RESEARCH FROM THE
SOCIOLOGICAL CONTRIBUTION, IDENTIFYING CONTEXTUAL VARIABLES
POTENTIALLY ASSOCIATED WITH SCHOOL PERFORMANCE IT HAS
FOCUSED ON TWO LEVELS:
THE MACROSOCIOLOGICAL AND MICROSOCIOLOGICAL
Macro-level sociology
looks at large-scale
social processes, such
as social stability and
change.
Micro-level sociology
looks at small-scale
interactions between
individuals, such as
conversation or group
dynamics.

5. FROM A SOCIOLOGICAL PERSPECTIVE, CONTEXTUAL VARIABLES ON
WHICH IS INSCRIBED THE PROCESS OF TEACHING AND LEARNING
WITHIN THE SAME SCHOOL OCCUPY THE PRIORITY FRAMEWORK OF
REFERENCE IN THE STUDY OF THE FACTORS THAT DETERMINE
ACADEMIC PERFORMANCE:
the structural
and
environmental
aspects of the
educational
institution
the structural
dimensions of
the classroom
and the
teaching-
learning process
the organization
of studies
relations
between
students and
teacher-student

6. 1.2 CONTEXTUAL VARIABLES. IDENTIFICATION
 Sociological analysis in relation with the
contextual aspects in school performance has
caused a great impact.

7.  Due to the main role that they represent in school
performance
used as a criteria for reference in contextual
variables.
category of socio-educative
indicators .

8. LEVEL 1:
 Rural areas
 Urban areas
 Semi urban-rural areas
 Social Class.
 Cultural resources in the family.
 Economic incomes (Income per capita).
 Parent’s educative level.
GEOGRAPHIC:
SOCIOECONOMIC:

9.  Interaction teacher-student
 Team work
 Participation levels.
 Homework
 Extracurricular activities
 Discipline
 Punishment/ gift.
 Attendance to pre school
 Repeated grades
 Linguistic code.
 Bilingualism
CLASSROOM:

10. LEVEL 2:
 Centre/Suburbs – Coast/inland.
 Mixed/non-mixed.
 One level /interlevels
 Didactic material-quality
 Educative resources
 Parent’s job
 Number of members in the family
 Parent’s age
 Order of siblings
 Home quality
 Linguistic code in the family/ Bilingualism /Diglossia.
GEOGRAPHIC:
CLASSROOM:
SOCIOECONOMIC:

11.  Public/private centre
 Religious/ non religious centre
 Mixed/non mixed centre
 Centre’s location (Centre/suburb)
 Number of students in the centre
 Academic resources
 Building’s quality
ACADEMIC:

12. LEVEL 3:
 Comarcal/regional/autonomic differentiation.
 Squared metres
 Number of students
 School transport
 Canteen
 Extracurricular activities
CLASSROOM:
GEOGRAPHIC:
ACADEMIC:

13. HYPOTHESIS
analysis of
interactions
between
contextual
variables
indicated
analysis of the
relationships between
contextual variables
description and
analysis of the
relationships
between
contextual
variables object
of study
A. Contextual variables are mutually
statistically significant relationships
B. The performance variables present each
other statistically significant relationships,
both in relation to the specific evidence in
relation to school grades
C. Contextual variables have a significant
relationship with the variables of
performance; they are determined by specific
variables
D. The relationship of the contextual variables
with the qualifications will be more intense
than with the specific tests, since the ratings
are determined by the context

14. METHODOLOGY
Type of Centre
Type of
population
Region
Sex
Use or not
of school
transportati
on
Employmen
t status of
parents
Social class
Level of
education
of parents
State civil's
parents

15. PERFORMANCE
VARIABLES
School ratings by the
teacher:
scores of the areas and
the average obtained
throughout the notes.
Specific tests:
spelling, Mathematics and
calculation, Mathematics
and applications, and
reading comprehension.

16. TYPES OF
HYPOTHESIS
Type A: Data on
contextual variables
obtained from
questionnaires often
respond to the level of
nominal measurement.
Type B: Propose the
analysis of the matrix of
correlations between
variables.
Hypothesis of types C
and d According to the
categorization
established in the
independent variables
included in each of the
designs.

17. VARIABLES IN THE VARIOUS
PERFORMANCE MEASURES
(HYPOTHESIS A, B, C AND D)
Factor I collect all grades in
different subjects and note
global. The teacher is who
describes it, so is subjective.
• Global Note
• Natural C. Note
• Note on language
• Note on C. Social
• Note in foreign language
• Note in mathematics
Factor II, on the other hand,
includes the four objective tests
regulated, administered to
subjects, following overruns:
• Mathematical calculation
• Mathematics applied.
• Reading comprehension.
• Spelling.

18. 5. CONCLUSIONS
Contextual variables set, from a
global perspective location –
significant studies with the
performance variables studied. In
this sense, it could ratify that these
relations are not fixed and
permanent, but are determined by
specific modulating variables (sex,
social class, size of population,
etc.).
The independent variables defined
as shortcut to exert a greater
incidence in the dependent variables
defined in terms of academic
performance are those that allude to
structural, institutional and academic
aspects. The family variables hardly
exerted significant influences.

19. Evaluating the results from specific relationships between different variables,
they are particularly of the variable 'type of Center', in global notes and
specific tests, with scores stockings friendly centres private and religious.
The variable «geographical criteria», analyzed on the basis of
the reconceptualization of the autonomous regions.
The variable «repetition», both in global notes and specific,
favouring, obviously, to the non-repeaters.
Variable «social class», with noticeable differences, it is
favorable to the upper class to lower class.
The variable 'level of studies of the father' in specific tests
and the variable ‘level of studies of the mother) in specific
studies.
The variable 'years of attendance at the school before the
school', those are the years of kindergarden.

20. In the analysis of two or more factors, also in generic terms, become highlighted
significant differences when the variables are taken into account:
«Type of
Centre» and
«people».
'Social class'
and ' type of
Center ».
«Class» and
«assistance
to
preschool».
«Population»
and «travel
to school».
«Type of
Centre» and
«assistance
to preschool
»
«Type of
Centre» and
«repetition».
«Class»
and
«repetition
».

21. The results obtained in the ratings (notes global) with relations less
sensitive to the influence of contextual variables since «the relationship of
the contextual variables with the qualifications would be more intense than
with the specific tests, since the ratings would be largely determined by
the context».

22. TRUE/FALSE QUESTIONS.
1. The psychological model is one of the four predictive
models adopted in explaining academic
performance.
2. Socio-educative indicators serve as a guide for
analysing educative context and school performance.
3. According to the contextual variables of education,
the type of centre could be an example
4. In performance measures, the Factor I collect all
grades in different subjects and note global.
5. Contextual variables set, from a global perspective
location - significant studies with the performance
variables studied.

23. MULTIPLE CHOICE
1. What are two levels used in the broad overview of
empirical research, potentially associated with
school performance?
a) macro and micro-sociological
b) psychological and sociological
c) psychosocial and sociological
2. Socioeducative indicators are divided in:
a) Two levels of importance, from most to less.
b) Three levels of importance, from most to less.
c) Three levels of importance, from less to more.

24. MULTIPLE CHOICE
3. According to the contextual variables of
education, some examples are:
a) Social Class
b) State civil’s parents
c) All are correct
4. The independent variables defined as a short cut
to exert a greater incidence in the dependent
variables defined in terms of academic performance
are those that allude to:
a) Family, school and students.
b) structural, institutional and academic aspects.
c) Social , econonomical and educational principles.