Teaching practices that improve educational achievement in baccalaureate

Abstract

The role that teachers play within the educational context is extremely valuable, since their practices impact the achievement of students, hence the objective of this work was to determine the relationship that exists between the factors teacher-student interaction, strategies didactics, teaching enthusiasm and constructive comments with educational achievement in high school students. The results in reading, mathematics and science in the PISA 2018 test were used to form the educational achievement and a context questionnaire (from which questions were extracted to measure teaching practices) applied to the students in said test. The sample was 7.299 students; 3.826 women and 3.473 men with an average age of 15,8 years. With the proposed factors, a theoretical model was developed that was empirically verified through the structural equation modeling technique. The results highlight the positive and significant relationships between the practices teacher-student interaction, teaching strategies, teaching enthusiasm and constructive comments with educational achievement. Derived from this, it is concluded that the teaching practices analyzed bring improvements in the educational achievement of students.