Educational policies and academic
performance in Latin America*
PolÃticas educativas y el desempeño
académico en América Latina
Recibido: Septiembre/6/2023 Revisado: Septiembre/26/2023 Aprobado: Noviembre/08/2023 Publicado: Enero/10/2024
How to cite: Atencia, M. R. C. (2024). Educational policies and academic performance in Latin
America. Revista Digital de Investigación y Postgrado, 5(10), 95-110.
95
Roberto Carlos Atencia Morales**
https://orcid.org/0009-0001-1124-8090
Carmen de Ariguanà District, Department of Magdalena / Colombia
* The article is derived from the doctoral thesis "Socio-formative Pedagogical Components of Non-Licensed Tea-
chers in Technology and Informatics in Public Educational Institutions".
** Doctoral Candidate in Educational Sciences at the Universidad Metropolitana de Educación, Ciencia y TecnologÃa
(UMECIT), Panama. Master's in Education with a focus on Pedagogy, Universidad Norbert Wiener, Peru. Specialist
in Educational Informatics Administration, Universidad de Santander (UDES), Colombia. Bachelor's in Basic Educa-
tion with an emphasis on Mathematics, Instituto de Formación Técnica Profesional (INFOTEP), Colombia. Academic
Coordinator at the Carmen de Ariguanà Agricultural Technical Educational Institution. Email:
robertoatencia.est@umecit.edu.pa
Revista Digital de Investigación y Postgrado, 5(10), 95-110
ISSN electrónico: 2665-038X
Abstract
The study arose from the need to understand the influence of educational policies on the aca-
demic performance of high school students in Latin America. Its main objective was to determine
the relationship between these policies and academic performance, adopting a quantitative
and correlational approach within the positivist paradigm. The methodology included surveying
100 teachers from five countries: Chile, Peru, Ecuador, Colombia, and Venezuela. Validated by
5 experts in the educational field, the reliability was 0.988 (highly reliable) applied virtually. The
results revealed a Spearman correlation coefficient of 0.619 between educational policies and
academic performance, indicating a moderate correlation. The statistical significance of the p-
value, which was 0.000, confirms that this correlation is significant at the 0.05 level, ruling out
the possibility that it is a result of chance. The findings suggest that there is a relevant connection
between educational policies and students' academic performance in the region.
Keywords:
educational policies, academic performance, Latin American context.
Resumen
El estudio surgió de la necesidad de comprender la influencia de las polÃticas educativas en el
rendimiento académico de los estudiantes de bachillerato en América Latina. Su objetivo prin-
cipal fue determinar la relación entre estas polÃticas y el desempeño académico, adoptando un
enfoque cuantitativo y correlacional dentro del paradigma positivista. La metodologÃa incluyó
la aplicación de una encuesta a 100 docentes de cinco paÃses: Chile, Perú, Ecuador, Colombia y
Venezuela. Validado por 5 expertos en área educativa, la confiabilidad fue de ,988 (altamente
confiable), aplicado de manera virtual. Los resultados revelaron un coeficiente de correlación
de Spearman de 0,619 entre las polÃticas educativas y el desempeño académico, indicando una
correlación moderada. La significación estadÃstica del valor de p, que fue de 0,000, confirma
que esta correlación es significativa al nivel de 0,05, descartando la posibilidad de que sea re-
sultado del azar. Los hallazgos sugieren que existe una conexión relevante entre las polÃticas
educativas y el rendimiento académico de los estudiantes en la región.
Palabras clave:
polÃticas educativas, desempeño académico, contexto latinoamericano. .
Introduction
Educational policies are directly related to students' academic performance. This is how policies
that ensure access to education improve the quality of education and reduce educational ine-
qualities, having the potential to enhance students' academic performance, achieve optimal re-
sults, and academic persistence until the end of the school century.
In this regard, Garzón-Baquero (2023) argues that, in any educational system, educational po-
licies are responsible for ensuring equitable access to education, ensuring that all boys and girls
have the opportunity to access quality education, regardless of their social, economic, or cultural
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Roberto Carlos Atencia Morales
Revista Digital de Investigación y Postgrado, 5(10), 95-110
Electronic ISSN: 2665-038X
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Educational policies and academic performance in Latin America
background. This aspect is fundamental for both individual and social development. Additionally,
they have the potential to improve educational quality. Likewise, this improvement is achieved
through investments in education, curriculum reforms, strengthening teacher training, and con-
tinuous student assessment. In this way, the aim is to raise educational standards overall.
Thus, Atencia (2023) believes that the importance of these policies lies in their ability to reduce
educational inequalities, ensuring that all students have equal opportunities to achieve educa-
tional success, regardless of their social background. This indicates that they are relevant for
the sustainable development of countries and the realization of the fundamental right to edu-
cation for all individuals, allowing them to reach their full potential and contribute to the progress
of their communities.
In this sense, it is important to highlight specific examples of how these policies can positively
impact society, i.e., those that ensure access to education contribute to the reduction of poverty
and inequality. For Fuentes-Salazar (2023), those that improve educational quality drive eco-
nomic growth and social development, while those that reduce educational inequalities promote
peace and social cohesion. However, it is essential that educational policies are carefully desig-
ned and implemented to achieve effectiveness and avoid negative impacts.
Hence, Mora-Rosales et al. (2023) point out that, in various regions of the world, there are coun-
tries whose educational policies have left a positive mark on students' academic performance.
One of the most notable examples is Finland, which boasts one of the most successful educa-
tional systems globally. This achievement is attributed to policies such as free and compulsory
education, the outstanding qualification of teachers, and the implementation of continuous as-
sessments for students, which have contributed to achieving high levels of educational equity.
Similarly, according to Byun et al. (2023), another emblematic case is that of South Korea, whose
rapid economic growth in recent decades has had education as a decisive factor. Through de-
liberate educational policies, such as significant investment in the education sector, curriculum
reform, and improvement of teacher training, the country has managed to raise the quality of
education and improve students' academic performance.
According to Gopinathan & Lee (2018), stands out as another example of success in educational
policies, as this country has achieved outstanding levels of academic performance through the
implementation of policies that include compulsory and free education, demanding academic
standards, and standardized assessments. The combination of these elements has contributed
to the sustained success of its educational system.
According to De Sousa & Nunes (2023), educational policies in Latin America have had a com-
plex and uneven development in recent decades. Overall, these policies have focused on en-
suring access to education, improving the quality of education, and reducing educational
inequalities. According to Barria-Herrera & Zurita-Garrido (2023), access to education has im-
proved significantly in recent decades. Currently, most boys and girls in the region have access
© 2024, Instituto de Estudios Superiores de Investigación y Postgrado, Venezuela
98
Roberto Carlos Atencia Morales
to primary and secondary education. However, there are still challenges regarding access to
education in rural areas, for students with disabilities, and for boys and girls from minority
groups.
According to Gavaldón & Ambrosy (2023), the quality of education in Latin America has been
a constant concern. The results of international assessments show that students in Latin America
have lower academic performance than students in other developed countries. In recent years,
governments in the region have implemented a series of policies to improve the quality of edu-
cation. These policies include curriculum reform, improving teacher training, and continuous
student assessment.
Within this context, Lule-Uriarte et al. (2023) point out that educational inequalities in the region
are significant, as students from poor families are less likely to access education, complete se-
condary education, and achieve high academic performance.
Based on all of the above, the present study aimed to determine the relationship between edu-
cational policies and the academic performance of high school students in Latin America. It is
worth noting that, in this study, no attempt was made to make a comparison or a detailed
analysis by country, but rather to consider a sample of five countries in Latin America to establish
the relationship between the variables studied and provide a reference for the region.
Methodology
The study was grounded within the procedures inherent to the positivist paradigm, adopting a
quantitative approach. Methodologically, this paradigm, according to Hernández et al. (2014),
is characterized by its orientation towards the collection and analysis of quantifiable data, with
the aim of explaining phenomena through the application of statistical methods and the iden-
tification of numerical patterns. This approach, as defined by Acosta (2023), is distinguished by
its commitment to exploring and understanding phenomena through the measurement and
quantification of variables, focusing on obtaining objective and verifiable data.
In this context, the choice of the positivist paradigm implies a rigorous and structured perspec-
tive, where research is conducted based on the search for regularities and causal relationships
that can be expressed quantitatively. Statistical tools thus become fundamental elements for
analyzing and generalizing the results obtained, allowing for a more precise and objective ap-
proach to understanding the phenomenon under study.
The grounding in this paradigm reflects the intention to address the research object from an
objective and empirical perspective, aiming to identify patterns and regularities through statis-
tical analysis of frequencies. Hence, the quantitative approach of the positivist paradigm provides
a methodological framework that allows for a more precise and structured evaluation of phe-
nomena, contributing to the generation of scientific knowledge based on measurable and ob-
servable data.
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Educational policies and academic performance in Latin America
Additionally, it was typified as correlational because it seeks to measure the relationship between
educational policies and the academic performance of high school students. As Hernández et
al. (2014) point out, it is a type of research design that focuses on the relationship between two
or more variables without intervening or manipulating any of them. The main objective is to
determine if there is an association or correlation between the variables and, if so, the nature
and strength of that relationship.
The sample used in the study consisted of a group of 100 teachers from various countries, in-
cluding Chile, Peru, Ecuador, Colombia, and Venezuela, evenly distributed with 20 participants
from each country. Participant selection was carried out through the LinkedIn social media plat-
form, where teachers were contacted and invited to participate in the study. To collect the ne-
cessary information, an online form, also known as a questionnaire, consisting of 36 items
designed according to the dimensions and indicators established in the study framework, was
used.
The questionnaire addressed various areas relevant to the research objectives, covering specific
dimensions considered essential for understanding the topic under study. The included items
provided detailed information about the experiences, perceptions, and practices of teachers
regarding the variables of interest. In addition to using SPSS software, Version 21, for data pro-
cessing, a detailed analysis of measures of central tendency and dispersion was conducted to
better understand the distribution of the data. This analysis included relative and percentage
frequencies, as well as inferential statistics to establish the level of correlation between the va-
riables.
Results
Below are the tables detailing the frequency and correlational results of the educational policy
and academic performance variables.
Table 1
Teachers' Perception of Educational Policies in Latin America
Note: Authors' own elaboration (2024).
The Table 1 provides a detailed overview of teachers' perceptions regarding educational policies
in Latin America. In terms of Ensuring Access to Education, the results reveal a level of effective-
ness that falls within a range considered fair. 84% of the respondents indicate that these policies
Levels
Ensuring access to
education
Improving the quality
of education
Reducing educational
inequalities
f % f % f %
Poor 4 4,0 86 86,0 85 85,0
Fair 84 84,0 4 4,0 5 5,0
Effective 2 2,0 0 0 0 0
Total 100 100 100 100 100 100
© 2024, Instituto de Estudios Superiores de Investigación y Postgrado, Venezuela
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Roberto Carlos Atencia Morales
have had a moderate impact, while 4% believe their effectiveness has been poor, and only 2%
consider it to be effective.
When addressing the topic of Improving the Quality of Education, the outlook is challenging, as
a significant 86% of teachers expressed that the implemented improvements have been poor,
highlighting a widespread concern in this aspect. On the other hand, 4% consider these im-
provements to be fair.
Regarding the task of Reducing Educational Inequalities, the results reflect a prevailing perception
of deficiency among teachers, as 85% believe that the implemented policies have been poor in
effectively addressing this challenge, while only 5% think they have been fair in this regard.
These findings underscore the need for critical analysis and possible reformulation of educational
policies in the region. Concern for educational quality and the reduction of inequalities stands
out as decisive areas that require immediate attention and effective strategies to achieve subs-
tantial improvements in the Latin American educational system.
Table 2
Academic Performance Indicators
Note: Authors' own elaboration (2024).
Table 2 presents in detail the indicators of academic performance, offering an insightful view
on school attendance and student participation in activities, as perceived by teachers in Latin
American countries. The results highlight notable patterns that deserve analysis and reflection.
Regarding school attendance, it is observed that 70% of the surveyed teachers consider this
indicator to be crucial and rate it as poor. Only 20% classify it as fair, and just 10% perceive it as
efficient. This trend raises questions about potential underlying factors that may be affecting
students' regular attendance, which could have significant implications for their academic per-
formance.
As for student participation in activities, 60% of the teachers rate it as fair, indicating room for
improvement in this aspect. Thirty percent of the respondents perceive it as poor, suggesting
significant concern regarding students' involvement in activities beyond the core curriculum.
Only 10% consider participation to be efficient, highlighting the need for strategies to encourage
Levels
School Attendance Participation in Activities Retention Rate
f % f % f %
Poor 70 70 30 30 90 90
Fair 20 20 60 60 10 10
Effective 10 10 10 10 0 0
Total 100 100 100 100 100 100
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Educational policies and academic performance in Latin America
greater student engagement in these activities.
Finally, concerning the retention rate, 90% of the teachers evaluate it as poor, while only 10%
consider it fair. These results raise questions about the educational policies and practices that
may be contributing to low student retention, which could have long-term implications for ac-
cess to and success in education.
All this indicates that the indicators of academic performance highlight areas of critical attention
that could benefit from specific interventions and strategies to improve school attendance, par-
ticipation in extracurricular activities, and retention rate, aiming to promote a more effective
and enriching educational environment.
Table 3
Correlation Coefficient of Variables
Note: Author's own elaboration (2024).
Table 3 shows that there is a positive and significant correlation between educational policies
and academic performance. This means that countries with stronger educational policies also
have students with better academic performance. Hence, the Spearman's correlation coefficient
for educational policies and academic performance is 0.619**. This coefficient is considered a
moderate correlation.
Furthermore, the statistical significance of the p-value for the correlation between educational
policies and academic performance is 0.000. This value indicates that the correlation is significant
at the 0.05 level. This suggests that the correlation is not likely to be due to chance. This evidence
indicates that there is a positive and significant correlation between educational policies and
academic performance. This means that educational policies have a significant impact on stu-
dents' academic performance.
Discussion
When contrasting the results of the study with some theories on educational policies, Arco et
Educational
Policies
Academic
Performance
Spearman's
Rho
Educational
Policies
Correlation Coefficient 1,000 ,619
Sig. (bilateral) ,000
N 100 100
Academic
Performance
Correlation Coefficient ,619 1,000
Sig. (bilateral) 0.000
N 100 100