|
Article |
Teacher performance and its
impact on mathematics academic achievement
El desempeño docente y su
incidencia en el rendimiento académico en matemática
Viviana Elizabeth Lara [*]
David Cantera Sacristán *
Grace Marcela Aguilar Vásquez *
Cristina Marisol Vallejo Aguayo*
Abstract
Teacher performance is a
determining factor in students' academic achievement, especially in the area of
mathematics. This study analyzes the relationship between teaching quality and
students' academic achievement in Ecuadorian educational institutions. A
descriptive-correlational design with a quantitative approach was employed,
using surveys and achievement tests applied to 400 students and 50 mathematics
teachers. The results show that the use of active methodologies, formative
assessment and pedagogical support have a positive impact on student learning.
However, challenges were identified such as the lack of continuous training and
resistance to change in the teaching practice . It is
concluded that improving teacher performance through innovative strategies and
constant training is key to optimize mathematics performance. This study
provides relevant evidence for the formulation of educational policies that
favor more effective teaching
Key words:
Teaching performance, academic achievement, mathematics teaching, pedagogical
strategies.
Resumen
El
desempeño docente es un factor determinante en el rendimiento académico de los
estudiantes, especialmente en el área de matemáticas. Este estudio analiza la
relación entre la calidad de la enseñanza y los logros académicos de los
estudiantes en instituciones educativas ecuatorianas. Se empleó un diseño
descriptivo-correlacional con enfoque cuantitativo, utilizando encuestas y
pruebas de rendimiento aplicadas a 400 estudiantes y 50 docentes de
matemáticas. Los resultados muestran que el uso de metodologías activas, la
evaluación formativa y el acompañamiento pedagógico tienen un impacto positivo
en el aprendizaje de los estudiantes. Sin embargo, se identificaron desafíos
como la falta de formación continua y la resistencia al cambio en la práctica
docente. Se concluye que mejorar el desempeño docente mediante estrategias
innovadoras y capacitación constante es clave para optimizar el rendimiento en
matemáticas. Este estudio aporta evidencia relevante para la formulación de
políticas educativas que favorezcan una enseñanza más efectiva.
Palabras clave: Desempeño docente, rendimiento académico,
enseñanza de matemáticas, estrategias pedagógicas.
Introduction
Teacher performance is a determining factor in the quality
of the educational process and in students' academic achievement. Mathematics
teaching, in particular, faces specific challenges related to the instructional
methodology, the teacher's level of preparation and the student's perception of
the subject. Numerous studies have highlighted the importance of a
well-prepared teacher, capable of applying innovative methodologies and
fostering critical thinking in the classroom (Hattie, 2009; Shulman, 2011). In
this sense, the relationship between teacher performance and academic
achievement in mathematics has been the subject of study in various research in
the educational field (Goldhaber & Hansen, 2013; Darling-Hammond, 2017).
The educational context in Latin America reflects a
constant concern for improving mathematics teaching, due to the low results
observed in international tests such as the Program for International Student
Assessment (PISA) and the Third Regional Comparative and Explanatory Study
(TERCE) (OECD, 2019; UNESCO, 2021). These assessments have evidenced
significant gaps in the acquisition of mathematical skills among students,
suggesting that the quality of teaching provided by teachers plays a crucial
role in the development of mathematical competencies (Hanushek & Rivkin,
2010). Moreover, these results have led education officials to rethink teaching
methods and to strengthen teacher training as a key strategy for improving
education in the region.
Teacher performance can be evaluated through various
indicators, such as lesson planning, implementation of didactic strategies,
learning assessment and interaction with students. Some pedagogical models,
such as constructivism and problem-based learning, have proven to be effective
in improving academic achievement in mathematics (Vygotsky, 1978; Bruner,
1996). However, in many educational contexts, traditional and behaviorist
approaches persist that limit active student participation and reduce opportunities
for meaningful learning (Freire, 1998). The lack of student-centered
methodologies has been identified as one of the barriers that negatively affect
mathematics learning, reducing motivation and deep understanding of concepts.
At the international level, strategies have been
proposed to improve teacher training and encourage the use of active
methodologies in mathematics teaching. Programs such as Boaler's
"Mathematical Thinking" (2019) and Hattie's "Visible
Learning" (2009) have shown that teaching based on conceptual
understanding and logical reasoning produces better results in terms of
retention and application of knowledge. In contrast, educational systems that
continue to rely on memorization and repetition have shown limitations in
preparing students to face complex mathematical challenges in their academic
and professional lives.
In Ecuador, the education system has implemented
reforms aimed at strengthening teacher training and improving academic results
in mathematics. The Ministry of Education has promoted continuous teacher
training and the integration of technologies in the classroom to optimize
teaching and learning processes (Ministerio de Educación del Ecuador, 2022). However, despite these
efforts, students' academic results in mathematics continue to be a central
concern, suggesting the need for a deeper analysis of the impact of teacher
performance on academic achievement. Teacher training should not only focus on
the acquisition of mathematical knowledge, but also on the development of
pedagogical skills that enable effective and adaptive teaching.
The role of the teacher in the motivation and
development of positive attitudes towards mathematics is fundamental. Several
studies have evidenced that the use of appropriate didactic strategies, such as
problem-based teaching and collaborative learning, favors a more dynamic and
participatory learning environment (Dweck, 2006; Jo Boaler,
2016). However, in many cases, the implementation of these strategies is
limited by factors such as lack of resources, teacher resistance to change and
lack of specific training in active methodologies (Fullan, 2007). In addition,
it is common to find that educational systems still prioritize standardized
assessments that do not always reflect the true potential of students or the
effectiveness of the methodologies used in the classroom.
Current trends in mathematics education promote a
shift towards more interactive and student-centered approaches. Learning based
on the use of technology, simulations, and visual models has proven to be an
effective tool to facilitate the understanding of abstract concepts and improve
academic performance (Schoenfeld, 2016). However, for these innovations to be
effective, it is essential that teachers receive continuous training and have
institutional support for their implementation. The gap between innovations in
mathematics education and their application in the classroom remains a
challenge, especially in developing countries where technological resources and
training opportunities are limited.
Another key aspect in the relationship between
teacher performance and academic achievement is the assessment of learning. The
way teachers assess their students directly influences their motivation and
understanding of the subject matter. Research has shown that formative
assessment, which provides continuous feedback and encourages self-regulation
of learning, contributes significantly to improved mathematics performance
(Black & Wiliam, 2018). However, in many educational systems, assessment is
still based on summative tests that do not always reflect students' learning
process or allow them to develop critical and analytical skills.
In the Ecuadorian context, it is essential to
consider how teachers perceive their own role in student learning and how
prepared they are to face the challenges involved in teaching mathematics. The
lack of pedagogical accompaniment and the absence of teacher performance
evaluation mechanisms have been identified as limitations in the improvement of
educational quality (Ministry of Education of Ecuador, 2022). In order to
achieve a real impact on students' academic performance, it is necessary to
develop educational policies that promote evidence-based teacher training and
the application of effective methodologies.
The purpose of this study is to analyze the
incidence of teacher performance on academic achievement in mathematics,
considering aspects such as teaching methodology, learning assessment and
interaction with students. Through an empirical approach and based on
quantitative data, we seek to identify patterns and correlations that allow us
to generate recommendations for the improvement of educational quality in
mathematics.
Materials and methods
To carry out this study, a quantitative approach
based on data collection through surveys and academic achievement tests was
used. A descriptive-correlational study was designed to analyze the
relationship between teaching performance and mathematics achievement.
The study is framed within a non-experimental
cross-sectional design, in which data obtained in a specific academic period
were analyzed. Variables such as teaching performance, methodological
strategies used and students' academic performance were measured.
The target population consisted of secondary school
students in public and private institutions in Ecuador. The sample was selected
by stratified random sampling, including a total of 400 students and 50
mathematics teachers.
Validated questionnaires were used to measure
teacher performance, as well as standardized tests to evaluate students'
academic performance in mathematics. In addition, interviews were conducted
with teachers to learn about their pedagogical strategies.
The data collected were analyzed by descriptive and
inferential statistics, using specialized software such as SPSS and R.
Correlation coefficients were calculated to determine the relationship between
teaching performance and academic achievement.
Results
The results obtained from the data analysis allow us
to identify trends in the relationship between teacher performance and academic
achievement in mathematics. The most relevant findings are presented below.
According to the data collected, 70% of the teachers
surveyed indicated that they use didactic strategies based on logical reasoning
and problem solving, while 30% maintain a more traditional and rote approach.
This finding is reflected in the students' results, where those exposed to
active methodologies obtained significantly higher scores in mathematics tests.
Table 1. Relationship between didactic strategies and academic
performance.
|
Teaching strategy |
Teachers (%) |
Average student performance |
|
Problem-based
approach |
70% |
85% |
|
Traditional approach |
30% |
65% |
It was found that the type of evaluation applied
influences academic performance. Sixty percent of the students indicated that
they feel more motivated when they receive continuous feedback through
formative evaluations, in contrast to 40% who prefer summative tests.
Table
2. Frequency of use of graphic organizers in learning mathematics.
|
Use of graphic organizers |
Students (%) |
|
Always |
51% |
|
Almost always |
40% |
|
Never |
9% |
Finally, 80% of the students affirmed that their
motivation to learn mathematics increases when the teacher demonstrates
enthusiasm and mastery of the subject, highlighting the importance of the
teacher's attitude in the teaching-learning process.
The findings of this study show that teacher
performance is a determining factor in students' academic achievement in
mathematics. It was identified that those teachers who implement active
didactic strategies focused on problem solving achieve a positive impact on
student learning and motivation. The relationship between teaching methodology
and academic performance highlights the importance of training teachers in
innovative pedagogical approaches that foster critical thinking and autonomy in
learning.
Likewise, formative assessment was consolidated as a
key element in improving student performance. Students who received continuous
feedback and opportunities for self-assessment showed a greater understanding
of mathematical concepts compared to those who were only assessed through
summative tests. This suggests the need for a transformation in the assessment
systems within the classroom to promote more meaningful learning oriented to
the development of analytical skills.
On the other hand, the results reveal that the
teacher's attitude and commitment directly influence students' motivation
towards mathematics. Teachers who demonstrated enthusiasm and mastery of the
content were able to generate a more dynamic and participatory learning
environment, which reinforces the importance of continuous professional
development in teacher training.
In conclusion, this study highlights the relevance
of teacher performance as a key factor in mathematics education. It is
recommended to strengthen teacher training and updating programs, promoting
active methodologies, the use of technological tools and the implementation of
formative assessment strategies. These measures will contribute to improve
students' academic results and reduce the mathematics learning gap in the
Ecuadorian context.
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Universidad
Central del Ecuador, Quito, Ecuador velara1@uce.edu.ec,
Universidad
Central del Ecuador, Quito, Ecuador dcantera@uce.edu.ec, https://orcid.org/0009-0002-1985-2564
Universidad
Central del Ecuador, Quito, Ecuador gmaguilarv@uce.edu.ec, https://orcid.org/0009-0000-1179-5978
Universidad
Central del Ecuador, Quito, Ecuador cmvallejoa@uce.edu.ec, https://orcid.org/0009-0000-5432-2820