Perception of students in Castilla y León (Spain) on the extrinsic factors that affect the transition from primary to secondary school

Abstract

This study analyzes how external factors such as the teachers, the educational environment, the student's studies and the time dedicated to studying influence the transition from 6th grade of Primary to 1st grade of ESO. A questionnaire was applied to 169 students in five educational centers in Castilla y León. For statistical analysis, the Mann-Whitney U test and Spearman correlation were used. The results revealed statistically significant differences between 6EP and 1ESO students in the educational environment, the student's studies and the time dedicated to studying, although not in the perception of teachers and teaching. The Spearman correlation showed moderate positive correlations between both groups in the perception of the educational environment (r = 0.213, p < 0.05) and the student's studies (r = 0.147, p < 0.05). However, weaker correlations were observed in the perception of time dedicated to studying (r = 0.091 in 6EP and r = 0.095 in 1ESO, p > 0.05) and satisfaction with teachers and teaching (r = 0.061 in 1ESO, p > 0.05). These findings suggest consistency in certain aspects of the educational environment and student studies, while indicating possible changes in perceptions toward teachers and time spent studying during the transition from primary to secondary school. Students in 6th grade of Primary School show a more positive attitude towards this transition compared to those in 1st grade of ESO, facilitated by demanding but accessible teachers, a welcoming educational environment and adequate academic preparation. Furthermore, they anticipate increasing the time dedicated to studying in ESO and perceive that daily study will improve their academic results.