Pedagogical support and monitoring and its contribution to the development of communication and mathematical skills in students of the second level of Regular Basic Education

Abstract

This study aimed to analyze the results of pedagogical support and monitoring in the development of communication and mathematical competencies in second-level students of Regular Basic Education at the Carlos Fermín Fitzcarrald Local Education Management Unit (UGEL), Áncash region, during 2024. The research was conducted using a quantitative, descriptive-comparative approach and a non-experimental design. The sample consisted of 30 teachers and 235 students from the initial level. Data collection involved document analysis of the results of the Learning Achievement Assessment (ELA), supplemented by observation sheets and checklists. The results showed a significant decrease in the number of students at the beginning level and an increase in the level achieved in the assessed communication and mathematical competencies. It is concluded that pedagogical support and monitoring are relevant strategies for strengthening teaching practices and contributing to improved learning, although challenges remain related to formative assessment and the appropriate use of assessment instruments.