Juan Etxeberria Murgiondo

Pruebas de selectividad en Matemáticas en la UPV-EHU : resultados y opiniones de los profesores

The entrance test to university exists with this name in Spain from 1975. In this contribution we have put our interest on the relation between teaching methodology and the entrance test to university, and the focus on the two mathematics subjects of the second course of bachelor’ degree. The methodology that we have employed is an study of the individual results of students in the two Mathematics subjects in The Basque Country University during 1994-2008 years and an study of the results that schools have got in the same University during 2004.2008 years. Moreover we have made an opinion research that was carried out in the secondary schools of the Basque Country during the last 2009-2010 course, that contained many questions about teaching methodology and the way used to prepare the entrance test to university. We had an extent answer that was treated with statistical analyses of frequencies, of interrelation/association of variables and reduction of dimension. Some of the results are the following: the average mark of the entrance examination has improved in the period, LOGSE entrance examination produced worse results in Mathematics II, the results in Mathematics Applied to Social Sciences are very low and we have confirmed differences between public schools and state schools. As far as the opinion research is concerned some of the results are the following: predominance of the textbooks of one publishing house, more use of own material in public schools, the test is prepared along the course, in Mathematics II a practical-traditional style is employed and in Mathematics Applied to the Social Sciences there are a larger combination of styles and for both Mathematic the aim of teaching is balanced between learning and preparing the entrance examination. We also establish some characteristics in metdodology for schools according to their results in entrance examinations.

Análisis de las expectativas de los centros de Bachillerato de alta y baja eficacia escolar. Percepción de la Inspección Educativa

Education research has proved that expectations in schools are linked to student’s performance. A set of studies corroborate their relationship with the children’s improvement in the first stages of schooling. In this study we extend the issue to Higher Secondary Education and we analyze the connections between expectations and results in Basque Country schools. To this purpose, sixteen lower effectiveness schools and sixteen higher effectiveness schools were selected taking into account their results in the University Access Exams throughout five years (2010-2014). Semi-structured interviews with the Education Inspectors in charge of those schools were conducted in order to contrast the expectations about the two extreme groups. The outcomes show that expectations in schools are still a factor linked to student results in Higher Secondary School, as it occurs at the previous stages. As a result, it can be inferred that having high expectations and transmitting them in one’s environment help immerse the education community in an important task which translates into good results.

Computer-Assisted Language Learning (CALL) and trilingualism in the Basque Country

Abstract With the aim of enhancing the learning of Basque, Spanish and English languages by school pupils, the Federation of Ikastolas (i.e. cooperative of private schools grant-aided by the Basque Government) created the IKASYS Programme for incorporating personal computers into language learning (Computer-Assisted Language Learning or CALL). The programme was launched experimentally in the 2008/09 academic year. This paper explains the content of the IKASYS Programme and contextualises it, outlining the research undertaken to date in this field and the results thereof. Subsequently, the methodology used for the pilot project is described as well as the results obtained. Outstanding amongst these is the fact that students from all the years studied—2nd, 4th and 6th years of primary school (at the ages of 7, 9 and 11 years)—who have participated in the IKAS YS Programme obtained results for the three languages superior to those of pupils who had not taken part