Deberes escolares y rendimiento académico en Educación Primaria

• Antonio Valle Arias ; Irene Pan López ; José Carlos Núñez Pérez ^[1] ; Pedro Rosário ; Susana Rodríguez Martínez ; Bibiana Regueiro Fernández
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 2, 2015, págs. 562-569
• Idioma: español
• DOI: 10.6018/analesps.31.2.171131
• Títulos paralelos:
  • Homework and academic achievement in Primary Education
• Enlaces
  • Texto completo
• Dialnet Métricas: 35 Citas
• Resumen
  • español

    En este artículo se analiza la relación entre la realización de de-beres escolares y el rendimiento académico en una muestra de estudiantes de los tres últimos cursos de Educación Primaria. Las variables vinculadas con la implicación de los alumnos en los deberes escolares fueron el número de deberes realizados, el tiempo dedicado a los deberes y el aprovechamiento del tiempo dedicado a los deberes; mientras que el rendimiento académico fue estimado en base a las notas en matemáticas y lengua extranjera (inglés). Se ha tenido en cuenta el posible efecto del curso y del género a la hora de calcular el nivel predictivo de las variables relativas a los deberes sobre el rendimiento aca-démico. Los resultados obtenidos indican que la cantidad de deberes reali-zados de los prescritos y el aprovechamiento del tiempo predicen positiva y significativamente el rendimiento académico en ambas asignaturas, mientras que la cantidad de tiempo dedicado a la realización de los deberes no es re-levante. Finalmente, mientras que el género no resultó significativo en la predicción del rendimiento académico, el curso sí predijo negativamente el rendimiento en matemáticas: a medida que se asciende de curso el rendi-miento en matemáticas tiende a disminuir

  • English

    This paper analyzes the relationship between homework behav-ior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student in-volvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was es-timated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects. However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathe-matics achievement tends to diminish

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