El rendimiento en matemáticas de los estudiantes de educación primaria en el contexto de la enseñanza en lengua extranjera inglesa

Abstract

The number of hours of instruction in Primary Education can improve students' academic performance; A key theme to be evaluated in upcoming educational reforms. In some Nordic countries, such as Finland, better results are obtained with fewerhours of teaching (PISA, 2016). This reality, coupled with the proliferation of bilingual programs in foreign language teaching (Jover, Fleta & González, 2016) generates interest in carrying out this study. This research intends to know the impact of the teaching time given in English on performance in mathematics as well as the existence of significant differences according to sex. The design of the study is non-experimental with mixed linear models, with repeated measurements. It was conducted during theacademic years 2010-2011, 2011-2012 and 2012-2013 with a total sample of 2288 students from 71 primary schools. The results were analyzed on the basis of two models Model 1 (null) and Model 2 (predictors), both nested in three levels: time, students and classroom. Finally, the chosen variables (hours in English and sex), taken together, contribute to improving the fit of the reference model.