Vol. 3 No. 2 (2017): Enero-diciembre
D) Currículum, conocimientos y prácticas educativas

Effect of the Induction Course in the application of the Diagnostic Assessment for Admission to high school

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  • Oscar Luis Ochoa Martínez,
  • Arturo Barraza Macías
Oscar Luis Ochoa Martínez
Colegio de Estudios Científicos y Tecnológicos del Estado de Durango, México
Bio
Arturo Barraza Macías
Universidad Pedagógica de Durango, México
DOI: https://doi.org/10.33010/recie.v3i2.2049

Published 2017-01-02

Keywords

  • Effect,
  • treatment,
  • instrument,
  • evaluation
  • Efecto,
  • tratamiento,
  • instrumento,
  • evaluación

How to Cite

Ochoa Martínez, O. L., & Barraza Macías, A. (2017). Effect of the Induction Course in the application of the Diagnostic Assessment for Admission to high school. RECIE. Revista Electrónica Científica De Investigación Educativa, 3(2), 1085-1094. https://doi.org/10.33010/recie.v3i2.2049

Copyright (c) 2017

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Before the student undertakes a course or a study pan it is important for the teacher to know and standardize their knowledge  to obtain the most satisfactory results, the educative process typically begins with a previous evaluation and is accompanied by a treatment that, in this case, consists of an "induction course" included in the stage of the test-retest of equivalent forms of the Instrument of diagnostic evaluation of the entrance to high school applied at national level in the Colegios de Estudios científicos y Tecnológicos de los Estados (CECyTEs); the case study, in particular, was conducted at the CECyTE of Durango. The aim of the study was to determine the effect of the induction course in the test-retest application of the diagnostic assessment instrument for high school admission. The method that was used establishes its bases in a quantitative methodological approval, by means of the use of the quasi-experimental method, with a correlational scope through a panel design. The information was obtained from 33 students who were selected for having fulfilled the application of the test-retest of the Instrument in their areas of knowledge of MA (mathematical ability) and Reading Skill (RS).

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