THE EFFECTIVENESS OF LEARNING IN FULL-TIME HIGH SCHOOLS

Abstract

This study analyzed how pedagogical organization and school management influenced the effectiveness of learning in full-time public high schools. The research question was whether the pedagogical approach adopted in these institutions actually favored student learning. The overall objective was to understand how school management and organizational practices contributed to building school environments capable of improving student achievement. The research was qualitative in nature, with a bibliographic approach, and used as sources book chapters, scientific articles, and papers presented at academic events published between 2020 and 2025. The results indicated that full-time schools, when structured with pedagogical planning, community participation, and monitoring strategies, showed positive signs of improving student performance. Limitations related to school infrastructure, staff training, and school time management were also identified. The analysis indicated that successful experiences occurred in contexts where there was integration between public policy guidelines, the actions of administrators, and the involvement of the school community. It was concluded that the effectiveness of learning in the full-time model depends on multiple institutional conditions and the commitment of the individuals involved. Further studies addressing concrete practices and different school realities were recommended to deepen the understanding of the effects of this educational model.