Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México
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11/07/2016
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| Resumo |
El objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior. The objective of this article is to make a diagnosis of the perception of the factors that intervene in the academic performance of students of five university degrees in a high school in Mexico, to recognize the opportunity areas that allow suggesting policies and strategies to increase their performance. A sample of 1651 students was used; the data were obtained by a thirty-question questionnaire that studies the perception of the academic performance in the Likert scale. An exploratory factorial analysis was made to reduce the data, ease the interpretation and validate the instrument. Three factors were identified: a) the role of teachers, b) the evaluation and c) students’ motivation. A comparative analysis of the different university degrees was made. It was found that students perceive that most of the teachers do not worry about the condition of youngsters in situation of reprobation with failure issues. Besides, teachers seldom motivate and lack the expressions of sentiments of pride towards students’ academic achievements. Half of the participants think that teachers do not impart the whole syllabus. Students have a high motivation, which is positive because they prove to be responsible and dedicated. In conclusion, a series of suggestions are provided while explaining the implications that this research has for undergraduate education institutions. |
| Formato |
application/pdf |
| Identificador |
http://revistas.ucm.es/index.php/RCED/article/view/48551 10.5209/rev_RCED.2016.v27.n3.48551 |
| Publicador |
Ediciones Complutense |
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| Direitos |
Revista Complutense de Educación es una revista de acceso abierto, que significa que todo el contenido está disponible gratuitamente, sin cargo alguno para el usuario o su institución. Los usuarios pueden leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos de esta revista sin pedir permiso previo del editor o del autor. Esto está de acuerdo con la definición BOAI de acceso abierto. Los artículos a texto completo incluidos en Revista Complutense de Educación son de acceso libre y se distribuyen bajo una licencia de Creative Commons de Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC BY-NC-ND 4.0)http:// http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación con fines comerciales requiere el consentimiento expreso y escrito del editor. |
| Fonte |
Revista Complutense de Educación; Vol 27, No 3 (2016); 1369-1388 |
| Palavras-Chave | #rendimiento académico; educación superior; estudiantes; evaluación; motivación del alumno #academic performance; undergraduate education; students; evaluation; students’ motivation |
| Tipo |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
