Learning Gains in Higher Middle Education

1
Rodolfo Tuirán
Rodolfo Tuirán
2
José Luis Gaviria
José Luis Gaviria
3
Rubén Lugo
Rubén Lugo
4
Daniel Hernández
Daniel Hernández
5
Miriam Benítez
Miriam Benítez

Send Message

To: Author

GJHSS Volume 22 Issue G3

Article Fingerprint

ReserarchID

51QL3

Learning Gains in Higher Middle Education Banner
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu

We present the results of the first national study on learning gains in Mexico related to the experiences of three generations of students who complete their higher middle education, as of 2013 and until 2015. We used data from standardized third grade ENLACE tests from secondary schools and from third grade higher middle education ENLACE/PLANEA exams. The instruments contain anchor questions measuring similar constructs at two moments in time for the same students. The comparison of students´s learning achievement in these two evaluation moments, allows us to identify that there was progress in their performance after having completed their higher middle education, regardless of the institution, some individual characteristics and the place where the school is located. Bivariate and multivariate analyzes are presented, identifying differences in the students’ learning gains, according to the subsystem of higher middle education in which they studied, the school shift attended, the type of secondary school from which they came from, and their sex, among other variables.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

Rodolfo Tuirán. 2026. \u201cLearning Gains in Higher Middle Education\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G3): .

Download Citation

Enhanced middle education; higher learning impacts; research on academic progress.
Issue Cover
GJHSS Volume 22 Issue G3
Pg. 47- 65
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification: DDC Code: 378.5 LCC Code: LA1058
Version of record

v1.2

Issue date

April 29, 2022

Language

English

Experiance in AR

The methods for personal identification and authentication are no exception.

Read in 3D

The methods for personal identification and authentication are no exception.

Article Matrices
Total Views: 1739
Total Downloads: 27
2026 Trends
Research Identity (RIN)
Related Research

Published Article

We present the results of the first national study on learning gains in Mexico related to the experiences of three generations of students who complete their higher middle education, as of 2013 and until 2015. We used data from standardized third grade ENLACE tests from secondary schools and from third grade higher middle education ENLACE/PLANEA exams. The instruments contain anchor questions measuring similar constructs at two moments in time for the same students. The comparison of students´s learning achievement in these two evaluation moments, allows us to identify that there was progress in their performance after having completed their higher middle education, regardless of the institution, some individual characteristics and the place where the school is located. Bivariate and multivariate analyzes are presented, identifying differences in the students’ learning gains, according to the subsystem of higher middle education in which they studied, the school shift attended, the type of secondary school from which they came from, and their sex, among other variables.

Our website is actively being updated, and changes may occur frequently. Please clear your browser cache if needed. For feedback or error reporting, please email [email protected]
×

This Page is Under Development

We are currently updating this article page for a better experience.

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

Quote and Order Details

Contact Person

Invoice Address

Notes or Comments

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

Learning Gains in Higher Middle Education

Rodolfo Tuirán
Rodolfo Tuirán
José Luis Gaviria
José Luis Gaviria
Rubén Lugo
Rubén Lugo
Daniel Hernández
Daniel Hernández
Miriam Benítez
Miriam Benítez

Research Journals