Open Access Peer-reviewed Research Article

Educational Networks as Evidence of Students' Interactions in Mathematical Learning

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Submitted   Nov 8, 2024
Published   Feb 10, 2025
Issue    Vol 5 No 1 (2024)
DOI   10.25082/AERE.2024.01.004

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Vladimir González-Gamboa corresponding author
Programa Estado de la Nación, CONARE, Pavas, San José, 1174-1200, Costa Rica
Jennyfer León-Mena
Programa Estado de la Nación, CONARE, Pavas, San José, 1174-1200, Costa Rica

Abstract

This study explores the relationship between academic performance and social network structures among tenth-grade students in Costa Rican high schools. It aims to assess how interactions within and outside the classroom correlate with mathematics grades. Data were collected from 826 students across 35 schools, and social network analysis was conducted using various network statistics. Results indicate that classroom networks, marked by higher cohesion and density, exhibited a positive but statistically non-significant correlation with academic performance, whereas outside networks showed lower cohesion and negative correlations with grades. These findings underscore the potential benefits of fostering collaborative classroom interactions to improve learning outcomes. Future research should focus on teacher-guided group dynamics and external factors influencing outside networks to gain deeper insights into their impact on academic achievement.

Keywords
educational networks, classroom interactions, studying networks

Article Details

Supporting Agencies
We extend our gratitude to the faculty of the Universidad Estatal a Distancia (UNED) of Costa Rica, particularly the Cátedra de Didáctica de la Matemática, for their invaluable contributions to the field research. Special thanks are due to the students and their parents for their participation in the study. We also thank the Ministry of Education for its support and cooperation in facilitating research within the educational system.
How to Cite
González-Gamboa, V., & León-Mena, J. (2025). Educational Networks as Evidence of Students’ Interactions in Mathematical Learning. Advances in Educational Research and Evaluation, 5(1), 278-292. https://doi.org/10.25082/AERE.2024.01.004
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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