La mejora del rendimiento escolar y el clima social mediante un programa de intervención basado en el aprendizaje-servicio y mentoría entre iguales
Bibliographic record
Abstract
RESUMEN Los datos actuales, sobre fracaso escolar en educación son alarmantes, con índices por encima de la media europea Por ello, las universidades han de reaccionar con propuestas de mejora, fiables, válidas y adaptadas, tales como, el establecimiento de metodologías alternativas docentes, que ayudan al incremento de la adquisición de aprendizajes y competencias, las cuales reducen conductas de riesgo, promocionando un entorno y clima escolar adecuado. Atendiendo a esta situación, el objetivo de este estudio fue determinar la eficacia del Programa Huelva Educa, experiencia basada en el aprendizaje-servicio y la mentoría entre iguales, para incrementar el rendimiento escolar y mejorar el clima social de alumnado de educación obligatoria. La muestra estuvo compuesta por 69 alumnos de educación obligatoria y 14 docentes-tutores. En esta investigación, se empleó un diseño cuasiexperimental pretest-postest con un solo grupo, donde la intervención consistió en una serie de sesiones de mentoría entre alumnado universitario, previamente entrenado, y el alumnado de educación obligatoria, en horario extraescolar durante el curso escolar. Los resultados arrojan mejoras en el rendimiento escolar del alumnado de educación obligatoria, y mejoras en la cantidad y calidad de las interacciones en el aula, tanto desde la perspectiva del alumnado como de sus docentes-tutores, contribuyendo a la prevención del fracaso y abandono temprano.ABSTRACT The current data about academic failure and dropout in education are alarming, with scores above average the European average. In this sense, the universities are to react with proposals, reliable, valid and adapted, such as, the establishment of teaching alternative methodologies, to increase the acquisition of learning and skills, reduces risk behaviors, and it promotes an environment and suitable school climate. Considering that situation, the aim of this study is to determine the efficacy of the Huelva Educa Program, an experience based on service-learning and peer mentoring, in order to increase school performance and improve the social climate in compulsory education students. The sample was composed of 69 students of compulsory education and 14 educational tutors. Likewise, in this investigation a quasi-experimental pretest-posttest design with a single group was used, where the intervention, which consisted of different sessions of mentoring among university students, previously trained, and the pupils in compulsory education, in out of school hours during the scholastic year. The results show improvements in school performance of the pupils in compulsory education, and improvements in the quantity and quality of interactions in the classroom, both from the perspective of students and of the educational-tutors, contributing to the failure and early dropout prevention.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".