Learning Opportunities and School Effectiveness in Mathematics and Language:
A Summary of Three Peruvian Studies

Santiago Cueto, Juan León, Cecilia Ramírez y Gabriela Guerrero

This study synthesizes three investigative works made by studying the relationship between learning opportunities (ODA) and public school effectiveness in Peru. In these studies, Learning opportunities where defined by the subjects covered, cognitive demands, student feedback and correctly answered exercises. These were estimated by evaluating works and a notebooks of sample students (said works were evaluated at the end of the school year). The descriptive analysis showed better ODAs for students of a relatively higher socio-economical status. Coverage in Mathematics was focused in subjects regarding numbers and numbering, while language was evaluated in a reflexive basis (rules for usage). As a whole ODAs helped to explain school effectiveness, particularly at a cognitive variable level demand. This variable reflects the intellectual complexity required of the problems posed to students. Nonetheless, there were low levels of cognitive demands involved with concept memorization as well, as a with a mechanized approach towards problem solving.

Key words

Learning opportunities, effectiveness of language use, effectiveness in mathematics, Perú.

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Cueto, S., León, J., Ramírez, C. y Guerrero, G. (2008). Oportunidades de Aprendizaje y Rendimiento Escolar en Matemática y Lenguaje: Resumen de Tres Estudios en Perú. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(1), pp. 29-41.
http://www.rinace.net/arts/vol6num1/art2.pdf. Cited (Date).