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Your search keyword '"Luis J. Rodríguez-Muñiz"' showing total 4 results
Start Over Author "Luis J. Rodríguez-Muñiz" Publisher public library of science (plos)
4 results on '"Luis J. Rodríguez-Muñiz"'

1. Dropout and transfer paths: What are the risky profiles when analyzing university persistence with machine learning techniques?

Author

Maria J. Esteban, Luis J. Rodríguez-Muñiz, Ana Bernardo, and Irene Díaz

Subjects
Male, Questionnaires, Leaves, Decision Analysis, Computer science, Student Dropouts, Social Sciences, 02 engineering and technology, Plant Science, Cohort Studies, Machine Learning, Learning and Memory, Sociology, Risk Factors, Surveys and Questionnaires, Academic Performance, 0202 electrical engineering, electronic engineering, information engineering, Psychology, Dropout (neural networks), media_common, Interpretability, Multidisciplinary, Schools, Career Choice, Data Collection, Plant Anatomy, 05 social sciences, 050301 education, Middle Aged, Resilience, Psychological, Research Design, Data Interpretation, Statistical, Lectures, Engineering and Technology, Medicine, Female, Psychological resilience, Curriculum, Management Engineering, Research Article, Adult, Computer and Information Sciences, Full-time, Adolescent, Psychometrics, Universities, media_common.quotation_subject, Science, Decision tree, Research and Analysis Methods, Education, Young Adult, Human Learning, Artificial Intelligence, 020204 information systems, Humans, Learning, Students, Data collection, Survey Research, Perspective (graphical), Decision Trees, Cognitive Psychology, Biology and Life Sciences, Data science, Socioeconomic Factors, Spain, Cognitive Science, 0503 education, Neuroscience
Abstract

University dropout is a growing problem with considerable academic, social and economic consequences. Conclusions and limitations of previous studies highlight the difficulty of analyzing the phenomenon from a broad perspective and with bigger data sets. This paper proposes a new, machine-learning based method, able to examine the problem using a holistic approach. Advantages of this method include the lack of strong distribution hypothesis, the capacity for handling bigger data sets and the interpretability of the results. Results are consistent with previous research, showing the influence of personal and contextual variables and the importance of academic performance in the first year, but other factors are also highlighted with this model, such as the importance of dedication (part or full time), and the vulnerability of the students with respect to their age. Additionally, a comprehensive graphic output is included to make it easier to interpret the discovered rules.

Published
2019

2. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences

Author

Patricia Díaz, Pedro Alonso, Luis J. Rodríguez-Muñiz, and Verónica Mier

Subjects
Questionnaires, Teaching method, Social Sciences, lcsh:Medicine, Sociology, Surveys and Questionnaires, Cluster Analysis, Psychology, 050207 economics, Social science, lcsh:Science, Language, Calculus, Schools, Multidisciplinary, Applied Mathematics, 05 social sciences, 050301 education, Professions, Research Design, Physical Sciences, Curriculum, Human learning, Research Article, Universities, Standardized test, Context (language use), Research and Analysis Methods, Education, 0502 economics and business, Humans, Applied mathematics, Survey Research, business.industry, Teaching, lcsh:R, Cognitive Psychology, Biology and Life Sciences, Teachers, Oecd countries, Spain, People and Places, Cognitive Science, Population Groupings, lcsh:Q, Educational Measurement, School Teachers, business, 0503 education, Mathematics, Neuroscience
Abstract

Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009–2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers’ work. Additionally, one questionnaire about teachers’ practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers’ practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries.

Published
2016

3. Dropout and transfer paths: What are the risky profiles when analyzing university persistence with machine learning techniques?

Author

Luis J Rodríguez-Muñiz, Ana B Bernardo, María Esteban, and Irene Díaz

Subjects
Medicine, Science
Abstract

University dropout is a growing problem with considerable academic, social and economic consequences. Conclusions and limitations of previous studies highlight the difficulty of analyzing the phenomenon from a broad perspective and with bigger data sets. This paper proposes a new, machine-learning based method, able to examine the problem using a holistic approach. Advantages of this method include the lack of strong distribution hypothesis, the capacity for handling bigger data sets and the interpretability of the results. Results are consistent with previous research, showing the influence of personal and contextual variables and the importance of academic performance in the first year, but other factors are also highlighted with this model, such as the importance of dedication (part or full time), and the vulnerability of the students with respect to their age. Additionally, a comprehensive graphic output is included to make it easier to interpret the discovered rules.

Published
2019
Full Text
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4. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences.

Author

Luis J Rodríguez-Muñiz, Patricia Díaz, Verónica Mier, and Pedro Alonso

Subjects
Medicine, Science
Abstract

Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009-2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers' work. Additionally, one questionnaire about teachers' practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers' practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries.

Published
2016
Full Text
View/download PDF

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