<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592023000400010</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v14.n39.2023.14617</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acciones de mejora para la formación en educación media según el análisis de resultados en Saber 11]]></article-title>
<article-title xml:lang="en"><![CDATA[Improvement actions for high school education based on the analysis of saber 11 results]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ações de melhoria para a formação do Ensino Médio com base na análise de resultados do Saber 11]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáenz Castro]]></surname>
<given-names><![CDATA[Diana Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toro Velez]]></surname>
<given-names><![CDATA[Sebastian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Abierta de Cataluña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación Universitaria Comfacauca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>39</numero>
<fpage>1</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592023000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592023000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592023000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para un mejoramiento de la formación es estratégico conocer los resultados de las Pruebas Saber 11, las diferencias en los puntajes y correlaciones estadísticas entre los resultados y las características personales, familiares, socioeconómicas y académicas de las estudiantes. Este estudio mixto secuencial explora las percepciones y las propuestas de mejoramiento formativo hechas por profesores en una institución de educación media técnica, en la región suroccidental colombiana, relacionadas con este tipo de información estadística, luego de conocer los resultados de las Pruebas Saber 11 de sus estudiantes, entre 2017 y 2020. Los resultados muestran diferencias significativas en las medias de los puntajes cuando los datos son agrupados según las características; también evidencia una correlación positiva fuerte entre matemáticas, ciencias naturales, sociales y ciudadanas, y muestran la necesidad de reconocer las circunstancias de vida de las estudiantes y de los factores que inciden en los resultados. Se destacan las propuestas del profesorado de desarrollar habilidades para analizar datos, la revisión curricular desde diferentes perspectivas, fortalecer la escuela de padres, la didáctica y la institución, la toma de decisiones basada en datos y la formación de los profesores en prácticas de investigación cuantitativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In order to improve school education, it is necessary to know the students' results on the Saber 11 tests (Colombia's secondary-level evaluation test). This includes the differences in scores, as well as the statistical correlations between the results and the personal, family, socioeconomic, and academic characteristics of each student. This sequential mixed study explores the perceptions and education improvement proposals made by teachers from a technical middle school located in the southwestern region of Colombia. The project took place between 2017 and 2020 after the teachers were informed of the results their students obtained on the Saber 11 Test. Once the teachers analyzed the results, they were able to find significant differences in the mean scores when the data were grouped according to the beforementioned analysis categories. The results also evidenced a strong positive correlation between mathematics, natural sciences, and social sciences. This showed the need for the teachers to recognize the life circumstances of the students and the factors that affect their education. The study emphasizes the teachers' proposals to develop skills among their peers that allow them to analyze data, review the curriculum from different perspectives, strengthen the relationship between parents and the institution, make data-based decisions, and educate teachers on how to perform quantitative research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Para aprimorar a formação, é estratégico compreender os resultados das Provas Saber 11, as diferenças nas pontuações e as correlações estatísticas entre os resultados e as características pessoais, familiares, socioeconómicas e acadêmicas dos estudantes. Este estudo sequencial misto explora as percepções e propostas de melhoria feitas por professores em uma instituição de Ensino Médio integrado ao técnico, na região sudoeste da Colômbia, relacionadas a esse tipo de informação estatística, após conhecerem os resultados do Saber 11 de seus alunos entre 2017 e 2020. Os resultados mostram diferenças significativas nas médias das pontuações quando os dados são agrupados de acordo com as características; também evidencia uma forte correlação positiva entre matemática, ciências naturais, estudos sociais e cidadania, e destaca a necessidade de reconhecer as circunstâncias de vida dos estudantes e os fatores que incidem nos resultados. São enfatizadas as propostas da equipe docente para desenvolver habilidades de análise de dados, revisão curricular sob várias perspectivas, fortalecer o envolvimento dos pais na escola, aprimorar a didática e a instituição, tomar decisões com base em dados e capacitar os professores em práticas de pesquisa quantitativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[prueba educativa]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[características]]></kwd>
<kwd lng="es"><![CDATA[análisis de datos]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="en"><![CDATA[evaluation test]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[characteristics]]></kwd>
<kwd lng="en"><![CDATA[data analysis]]></kwd>
<kwd lng="en"><![CDATA[education quality]]></kwd>
<kwd lng="pt"><![CDATA[prova educacional]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[características]]></kwd>
<kwd lng="pt"><![CDATA[análise de dados]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
</kwd-group>
</article-meta>
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