Cognitive performance in seventh grade: causal comparison between public and private educational units

Abstract

This article focused on measuring and understanding the factors that influence the cognitive performance of seventh grade students in public and private educational institutions in Santo Domingo de los Tsáchilas. The study employed a qualitative approach, using a survey and an objective test from the fourth Regional Comparative and Explanatory Study (ERCE) administered to 188 students. The scope was exploratory due to the scarce literature on the variable studied. A non-experimental cross-sectional design was used. The results indicated lower levels of cognitive performance in public schools compared to private schools. Factors affecting cognitive performance in public schools included self-concept, socioemotional skills, teaching methodology, as well as economic, biological and health conditions. In private schools, the influential factors were self-concept, socioemotional skills, self-esteem and teacher-student relationship. It was concluded that students showed significant weaknesses in cognitive performance, with public schools being more affected, especially in mathematics as the most challenging area, while the area of language stood out in both types of institutions. Psychological factors such as self-concept, socioemotional skills and self-esteem had a significant influence on the results. Theoretical teaching methodologies and a poor teacher-student relationship, together with socioeconomic, biological and health conditions, were identified as limiting cognitive performance.