Publication: PISA 2022. Predictores del rendimiento en pensamiento computacional en Educación Secundaria en España
Authors
Ortega-Rodríguez, Pablo Javier
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este estudio pretende conocer el efecto de un conjunto de predictores sobre el rendimiento en pensamiento computacional. La muestra está formada por 30800 estudiantes españoles de Educación Secundaria que han participado en PISA 2022: 15561 chicos (50.5%) y 15239 chicas (49.5%), procedentes de 966 centros educativos. Se ha utilizado una regresión múltiple multinivel, que ha permitido analizar los efectos significativos de las variables independientes sobre el rendimiento a dos niveles (Estudiante y Centro). Los resultados muestran que los chicos obtienen más puntos en el rendimiento en pensamiento computacional que las chicas, pues existe una brecha de género en la competencia digital a favor de ellos. El contexto socioeconómico del alumnado y el uso de las TIC en casa tienen un gran impacto sobre el rendimiento. A nivel de centro, los resultados muestran que los centros privados y con mayor disponibilidad de recursos TIC obtienen más puntos que los centros públicos con menos recursos. Estos resultados sugieren la necesidad de promover programas sobre pensamiento computacional en los centros educativos para fomentar la vocación de los estudiantes en las disciplinas STEM, utilizar aplicaciones para desarrollar el pensamiento computacional y reforzar la competencia digital del alumnado.
This study aims to determine the effect of a set of predictors on performance in computational thinking. The sample consists of 30800 Spanish students in secondary education who participated in PISA 2022: 15561 boys (50.5%) and 15239 girls (49.5%) from 966 schools. A multilevel multiple regression was used to analyse the significant effects of the independent variables on performance at two levels (Students and Schools). The results show that boys score more points in computational thinking performance than girls, as there is a gender gap in digital competence in favour of boys. The socio-economic background of the students and the use of ICT at home have a strong impact on performance. At school level, the results show that private schools with greater availability of ICT resources score more points than public schools with fewer resources. These findings suggest the need to promote computational thinking programmes in schools to foster students' vocation in STEM disciplines, to use applications to develop computational thinking and to reinforce students' digital competence.
This study aims to determine the effect of a set of predictors on performance in computational thinking. The sample consists of 30800 Spanish students in secondary education who participated in PISA 2022: 15561 boys (50.5%) and 15239 girls (49.5%) from 966 schools. A multilevel multiple regression was used to analyse the significant effects of the independent variables on performance at two levels (Students and Schools). The results show that boys score more points in computational thinking performance than girls, as there is a gender gap in digital competence in favour of boys. The socio-economic background of the students and the use of ICT at home have a strong impact on performance. At school level, the results show that private schools with greater availability of ICT resources score more points than public schools with fewer resources. These findings suggest the need to promote computational thinking programmes in schools to foster students' vocation in STEM disciplines, to use applications to develop computational thinking and to reinforce students' digital competence.
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Citation
RED: revista de educación a distancia, N. 81, V. 25, 2025
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