Academic Planning and Its Impact on Student Performance in General Education in Venezuela

Abstract

This paper aims to identify the characteristics of teachers' academic planning and its impact on the academic performance of general secondary school students in Venezuela and Latin America. The methodology is framed within a qualitative, descriptive approach and documentary design, based on the analysis of bibliographic and documentary sources. Two documents were reviewed: Curricular Transformation Process in Secondary Education (2017) and Science and Technology Study Plan of Venezuela. To broaden the panorama in the Latin American continent, 10 articles related to the topic with recent publication dates and in important databases were consulted. Regarding the data analysis, a comparative approach was adopted. The main findings indicate that planning is of utmost importance in educational work, resulting in a substantial improvement in academic performance. Teaching strategies are a fundamental part of planning and are of utmost importance when chosen by the teacher; they must be attractive, appropriate, and targeted to the population in question. According to the review of the documents, a significant deterioration in the conceptualization of a pedagogical paradigm appropriate to the needs of the Venezuelan people was evident. Furthermore, the science and technology plan proposes new subjects without a thematic and planning framework. Furthermore, the latest document, which will be gradually introduced into Venezuelan schools, the Science and Technology Curriculum, lacks the elements and characteristics of assessment, an essential element for effective planning.