La influencia del uso del tiempo en el rendimiento académico en Matemáticas

  1. María Hurtado de la Peña 1
  2. Carmen López Esteban 2
  1. 1 Colegio San José de Salamanca
  2. 2 Instituto de Acuicultura de Torre de la Sal
    info

    Instituto de Acuicultura de Torre de la Sal

    Castelló de la Plana, España

    ROR https://ror.org/00xk8t981

Journal:
Epsilon: Revista de la Sociedad Andaluza de Educación Matemática "Thales"

ISSN: 1131-9321 2340-714X

Year of publication: 2017

Issue: 95

Pages: 49-68

Type: Article

More publications in: Epsilon: Revista de la Sociedad Andaluza de Educación Matemática "Thales"

Abstract

The time that students have can be used in many different ways, which can positively or negatively influence on student achievement (Diaz-Mora, et ál., 2016). The aim of the research is to analyze the academic performance of Secondary School students in mathematics, depending on the amount of time they spend on academic and nonacademic activities and the quality of it. The study was conducted with a sample Secondary School students, and the sources used have been: a scheduled diary about the use of time (to analyze the quantity), a questionnaire on sociological data and study skills (to analyze the quality), and the student’s academic transcript as proof of performance. After analyzing the data, we found that academic success depends on concentration and work done in class. All academic activities have a negative correlation, although non-significant, on students marks, probably due to the lack of quality of this time management. Regarding nonacademic activities, we provide which of them had a positive impact on student achievement (vital tasks) and which had significant negative correlation (sports). It is concluded that the relation between the student’s use of time and their academic performance is complex and depends on quality factors of that time. The analysis of the impact of these factors on the performance in mathematics can become a reference for tutors to guide students towards efficient use of their time.

Bibliographic References

  • Ackerman, D. S., y Gross, B. L. (2003). Is time pressure all bad? Measuring the relationship between free time availability and student performance and perceptions. Marketing Education Review (nº 13, 21–32). Recuperado de http://www.marketingeducationreview. com/mer/toc_abstracts/toc_abstracts.asp
  • Brint, S., y Cantwell, A. M. (2010). Undergraduate time use and academic outcomes: Results from the University of California undergraduate experience survey 2006. Teachers College Record (nº 112, 2441–2470). Recuperado de: http://www.tcrecord.org/library/Abstract.asp?ContentId=15953
  • Díaz-Mora, C., García, J. A. y Molina, A. (2016). What is the key to academic success? An analysis of the relationship between time use and student performance. Cultura y Educación (nº 28(1), 157-195). Recuperado de: http://dx.doi.org/10.1080/11356405.2015.11 30294
  • Didia, D., y Hasnat, B. (1998). The determinants of performance in the university introductory finance course. Financial Practice and Education (nº 8, 102–107).
  • Dolton, P., Marcenaro, O. D., y Navarro, L. (2003). The effective use of student time: A stochastic frontier production function case study. Economics of Education Review (nº 22, 547–560). doi:10.1016/S0272-7757(03)00027-X
  • Kamp, R. J. A., Dolmans, D. H. J. M., Van Berkel, H. J. M., y Schmidt, H. G. (2012). The rela- tionship between students’ small group activities, time spent on selfstudy, and achievement. Higher Education (nº 64, 385–397). doi:10.1007/s10734- 011-9500-5
  • Kember, D., Jamieson, Q. W., Pomfret, M., y Wong, E. T. T. (1995). Learning approaches, study time and academic performance. Higher Education (nº 29, 329–343). doi:10.1007/ bf01384497
  • Krohn, G. A., y O’Connor, C. M. (2005). Student effort and performance over the semester. The Journal of Economic Education (nº 36, 3–28). doi:10.3200/jece.36.1.3-28
  • Lahmers, A. G., y Zulauf, C. R. (2000). Factors associated with academic time use and academic performance of college students: A recursive approach. Journal of College Student Development (nº 41, 544–556).
  • Michaels, J. W., y Miethe, T. D. (1989). Academic effort and college grades. Social Forces (nº 68, 309–319). doi:10.1093/sf/68.1.309
  • Mulligan, C., Scheider, B. y Wolfe, R. (2000), Time Use and Population Representation in the Sloan Study of Adolescents. NBER Technical Working Paper (nº 265). Recuperado de: https://core.ac.uk/download/files/153/6919515.pdf
  • Nonis, S. A., y Hudson, G. I. (2006). Academic performance of college students: Influence of time spent studying and working. Journal of Education for Business (nº 81, 151–159). doi:10.3200/joeb.81.3.151-159
  • Nonis, S. A., y Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business (nº 85, 229–238). doi:10.1080/ 08832320903449550
  • Plant, E. A., Ericsson, K. A., Hill, L., y Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology (nº 30, 96–116). doi:10.1016/j. cedpsych.2004.06.001
  • Sonnenberg, B., Riediger, M., Wrzus, C., y Wagner, G. G. (2012). Measuring time use in surveys: Concordance of survey and experience sampling measures. Social Science Research (nº 41, 1037–1052). doi:10.1016/j.ssresearch.2012.03.013
  • Stinebrickner, R., y Stinebrickner, T. R. (2004). Time-use and college outcomes. Journal of Econometrics (nº 121, 243–269). doi:10.1016/j.jeconom.2003.10.013