Results: Mathematics learning and associated factors in 12th grade students in distance education

Abstract

The objective of this article is to analyze mathematics learning and associated factors in 12th grade students. A quantitative study was carried out with a descriptive and transversal non-experimental design in a sample of 9,418, of which 60.82% were female and 39.18% were male. The ages ranged from 15 to 20 years, being the most frequent age between 17 and 18 years.

 Two instruments were applied: a knowledge test and a questionnaire. The results show descriptive data on the level of satisfaction in relation to different educational actors. The best evaluated area was communication with parents, followed by methodology and teacher evaluation, among other aspects. The lowest rated areas were the management sector, the guidance area and the psychological office.

 Regarding the technological tool, the cell phone is the most used device with 95.3%. Regarding the educational level of their parents, it is observed that mothers present a higher percentage with a bachelor's degree.

Regarding learning achievements, 68.2% of the students indicated that they learned less compared to the face-to-face modality, and 76.93% did not achieve the fundamental learning in Mathematics. In other words, in private schools, only 47.1% of the students managed to pass the fundamental learning for their grade level, while in official schools, only 16.1% achieved a passing grade. Consequently, students in privately financed schools showed a 31% higher pass rate compared to those in official schools