Factors influencing the development of reading competencies in Peruvian students in second-grade of secondary education

Abstract

This research focuses on identifying how the pedagogical practices of teachers are related to the performance achieved by high school students from public schools in the urban area of Peru in the ECE test that took place in the year 2019. Among the most important results, it stands out that for in this specific context, pedagogical practices are not related to the development of learning. The factors of the family context, specifically the socioeconomic one, are the ones that influence this variable to a greater extent. This sets up an important problem, given that the evidence on school effectiveness and factors associated with learning indicate that the teaching action is the factor that should have the greatest influence on the development of student learning. Thus, in the last section of this document, some aspects that could be intervening and distorting the possible relationship between pedagogical practices and student learning are discussed.

Keywords: Learning, teacher, pedagogical practices, socioeconomic status, secondary school.