Uso de la comprensión lectora para la construcción de un modelo predictivo del éxito de estudiantes de 4º de Primaria cuando resuelven problemas verbales en un sistema inteligente

  1. Maria T. Sanz 1
  2. José Antonio González-Calero 2
  3. David Arnau 1
  4. Miguel Arevalillo-Herráez 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2019

Issue Title: Evaluación de la Comprensión Lectora

Issue: 384

Pages: 41-69

Type: Article

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More publications in: Revista de educación

Abstract

This work presents a dynamic mathematical model designed to predict fourth-grade primary students’ (9-10 years-old) achievement in the arithmetic solving of word problems. The work is organized into two parts. In the first part, we analyzed the variables that will be eventually included into the model, the relationships between them and the effect on the predicted outcome variable. The model takes into consideration variables related to subjects’ features: prior proficiency in solving word problems, level of reading comprehension, and the ability to solve reasoning problems through figurative and abstract visual stimuli (also called fluid intelligence). Additionally, the model employs a variable that describes the task difficulty using the semantic category of the statements as a criterion of complexity. Sixty-four fourth-grade students took part in the experiment. For each student data were gathered by using three different instruments: a PIRLS reading comprehension test, the matrix subtest from the Kaufman test, and an intelligent tutorial system, which was used by participants to solve 26 word problems. All variables showed a strong statistical correlation with the dependent variable (the students’ achievement in word problems), except for fluid intelligence. The presented model reveals that reading comprehension has a significant relevance when it comes to predicting primary students’ performance in word problems. In addition, this model offers better behaviour in comparison to similar alternatives presented in the literature.

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Funding information

Esta investigación ha contado con el apoyo de la Conselleria d’Educació, Investigació, Cultura i Esport a través del proyecto GVPROMETEO2016-143, del Ministerio de Educación a través de los proyectos EDU2017-84377-R y TIN2014-59641-C2-1-P

Funders

  • Ministerio de Educación
    • EDU2017-84377-R
    • TIN2014-59641-C2-1-P
  • Conselleria d’Educació, Investigació, Cultura i Esport Spain
    • GVPROMETEO2016-143

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Data source: Dialnet