Cueto, S., León, J., Ramírez, C. y Guerrero, G. (2008). Oportunidades de aprendizaje y rendimiento escolar en Matemática y Lenguaje: resumen de tres estudios en Perú. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 6(1), 29-41.

This study synthesises three studies on the relationship between opportunities to learn (ODA for its acronym in Spanish) and school performance in public schools in Peru. Learning opportunities in these studies were operationally defined on the basis of curricular coverage, cognitive demand, student feedback and correct exercises. These were estimated from the exercises solved in the notebooks and workbooks of a sample of students, which were collected at the end of the school year. Descriptive analysis showed higher ODAs for students of relatively higher socio-economic status. Coverage in mathematics focused on topics of numbers and numeracy and in language on topics of reflection on language (rules for language use). Overall, the ODAs had a strong explanatory power on performance, in particular the cognitive demand variable. This variable reflects the level of intellectual complexity required by the exercises posed to the students. In general, however, very low levels of cognitive demand were observed, linked to the memorisation of concepts and the mechanical application of rules to solve exercises.