Acceso usuarios
Eduardo López Bertomeo, Ángel Luis González Olivares 
Actualmente se establece una evidente relación entre calidad educativa y rendimiento académico, por ello en este artículo presentamos un estudio cuyo objetivo es identificar qué metodología didáctica es la más eficaz en las etapas de Primaria y Secundaria y sus posibles correlaciones. Atendiendo a una investigación cuantitativa no experimental, los participantes en nuestro estudio fueron alumnos nacidos en 1999 que experimentaron metodologías didácticas diferentes: activas, bilingües o tradicionales en centros de Primaria y posteriormente de Secundaria. Como instrumentos de medida se utilizaron las pruebas externas sobre Conocimientos y Destrezas Indispensables (CDI) aplicadas por la Comunidad de Madrid a alumnos de sexto de Primaria en 2011 y posteriormente en 2014 a esos mismos alumnos en tercero de Educación Secundaria Obligatoria (ESO). Los resultados muestran como en Primaria no existen diferencias significativas en el rendimiento académico de los alumnos, pero sí en Secundaria, existiendo además correlaciones positivas e imperfectas entre ambas etapas
There is currently a clear increasing relationship between education quality and students' academic performance. That is the reason why this article shows a study whose goal is to find out what is the most effective didactic methodology at the Primary and Secondary education stages and what is the possible correlation between both stages. This study based on quantitative, non-experimental research addressed the students born in 1999 who had undergone different didactic methodologies: active, bilingual or traditional education at Primary Education centers and subsequently at Secondary Education ones as well. The measurement tools used in the study were the external tests on Indispensable Knowledge and Skills applied by Community of Madrid to the Primary Education sixth grade students in 2011 and to the same students at the third grade of Compulsory Secondary Education three years later in 2014. The results show that at the Primary Education stage there are no substantial differences in the students' learning performance whereas they do exist at the Secondary Education stage and besides there is a positive and imperfect correlation between both stages
