Uso metodológico docente y rendimiento lector del alumnado: análisis fundamentado en PISA lectura 2018

The studies that relate the use of teaching models and student´s achievement in reading are characterized by their recent and disparate nature. This research analyzed both the influence and relationship between methodological usage made by 13119 Spanish teachers and the achievement of Spanish students in PISA reading 2018. To this end, a descriptive-correlational research design was implemented in which the results of Spanish students obtained in PISA reading test are related to the results obtained after UMEPE questionnaire administration to the teachers of those students. The results showed significant relationships and a positive and linear influence between the use of active models by teachers and students’ achievement in reading. On the contrary, when a traditional model is implemented, there is no influence or relationship between the variables. The eclectic application of both models can generate more or less students´ achievement in reading depending on the context. These findings taker precedence over most of the connected literature and rank alongside studies that associate active methods and strategies with higher achievement.