El rendimiento académico en la Educación Superior: una mirada desde los factores intervinientes
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[1] Universidad Central del Ecuador
Universidad Central del Ecuador
Quito, Ecuador
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- Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 41-56
- Idioma: español
- Texto completo no disponible (Saber más ...)
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Resumen
Academic performance is a key indicator of institutional educational excellence and is reflected in the grades achieved by students. The objective of this study is to analyse the personal, social, and institutional factors associated with student academic performance in teacher training programs at the Faculty of Philosophy of the Universidad Central del Ecuador. The research methodology followed a qualitative-quantitative approach. The qualitative perspective is based on interpretative hermeneutics, the research techniques were the narrative interview and the focus group. The sample that participated were 40 student representatives of the Faculty of Philosophy. The quantitative methodology has a non-experimental, descriptive, and correlational design. The sample consisted of 2586 students who responded to the Likert-type questionnaire. The most relevant statistical results show that personal factors have a higher mean than social and institutional factors. In the correlation analysis, personal and social factors express significant relationships with grade point averages and attendance. With respect to the problems that most affect performance, most of the students present economic and vocational difficulties. This situation is worrisome since it could have a negative impact on their professional performance.
