Learning Analytics to Monitor Performance in Natural Sciences in Ninth-Grade Basic General Education
Early Detection and Ethical Pedagogical Response
DOI:
https://doi.org/10.59343/yuyay.v5i3.g8a15Keywords:
Learning analytics, natural sciences, basic education, early detection, educational ethicsAbstract
This article presents a literature review on the use of Learning Analytics to monitor academic performance in Natural Sciences in ninth-grade Basic General Education, with an emphasis on the early detection of learning difficulties and ethical pedagogical responses. The study analyzes 32 scientific articles published between 2019 and 2025, selected through a narrative approach based on the IMRyD model and PRISMA guidelines. The results show that, although learning analytics–based early warning systems have a high potential to anticipate academic underachievement, their educational impact depends on curricular alignment, teacher interpretation, and the integration of ethical principles such as transparency, data protection, and non-stigmatization. Based on an analysis of the Ecuadorian Natural Sciences curriculum for ninth-grade Basic General Education, a Learning Analytics model oriented toward formative assessment and pedagogical care is proposed, conceived as a decision-support tool for teachers rather than a control mechanism. The article concludes that the contextualized and ethical implementation of learning analytics can significantly contribute to improving scientific learning in basic education.
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Copyright (c) 2025 Patricia Maribel Amaluisa-Guevara, Norma Maribel Lozada-Andaluz, Rosa Elizabeth Miranda-Escobar
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