La presente investigación tuvo como objetivo examinar la relación que existe entre el rendimiento escolar y los factores asociados al hogar de alumnos de tercer grado de primaria que asisten a escuelas primarias localizadas en áreas urbanas y rurales de Guatemala. Se tomó al azar una muestra de 4,952 estudiantes (52% niños y 48% niñas) de tercer grado a nivel nacional. Se aplicaron pruebas de lectura y matemática y se obtuvo información de los factores asociados al rendimiento. Se analizaron los datos mediante dos técnicas estadísticas: análisis de regresión múltiple y análisis de correspondencia múltiple. Los resultados obtenidos muestran que un porcentaje importante de la varianza en el rendimiento, especialmente en lectura, se explica por ciertas variables relacionadas con el entorno del hogar. El resto, probablemente, se podría explicar por factores relacionados con e...

The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement is explained by the variables related to home environment. The rest is probably related to factors associated to the teacher or school per se or by individual characteristics of the students that were not possible to measure.

The objective of this research was to examine the relationship between academic achievement and home factors in third grade students attending urban and rural schools in Guatemala. The sample consisted of 4,952 students selected at random (52% males and 48% females). Mathematics and reading tests were administered to the students and other associated factors were obtained through a questionnaire. The data was analyzed using two statistical approaches: multiple regression and analysis of multiple correspondence. Results showed that an important percentage of the variance in reading achievement is explained by the variables related to home environment. The rest is probably related to factors associated to the teacher or school per se or by individual characteristics of the students that were not possible to measure.