Analysis of student performance using statistical techniques

Abstract

In the Public School System, the Mathematics teacher from the 6th to the 9th grade is faced with the abyss between pedagogical planning and learning. Evaluations, plus bonuses for complementary activities, may be extracurricular excesses, as they generate unrealistic results in the evaluation of teaching. Descriptive statistical treatment was chosen according to histograms, position and dispersion measurements, asymmetry coefficients, short coefficients and Pearson's correlation coefficients. In inferential statistics, ANOVA was used to compare the means. The descriptive statistical evaluation indicated high variability in the results of the written evaluations, and the correlation coefficient between the written evaluations corresponded to 0.67, which indicates a small association. The comparison of these averages showed a significant difference between the Mathematics averages in the written and extra-class assessments, which shows the significant difference in the construction of the assessments of structured curricular knowledge in Mathematics and the extra-class assessment. It should be suggested that the personalized assessment would be more coherent with the student's profile due to the heterogeneity observed in the evaluations inherent to the concepts of Mathematics that will be the foundation in the daily life of the student body. To combat the discouragement generated by school failure, it should be thought that formative assessments are possible to provide students with greater feedback, directing them to structured knowledge that is appropriate to the demands of their daily lives.